participation and inclusion in lifelong learning
DESCRIPTION
Presented in the Training Workshop for Directors and Executives of Youth and Adult Education for Women in Saudi Arabia (Hamburg, 29 September – 10 October 2014)TRANSCRIPT
Participation and Inclusion in Lifelong Learning
Training Workshop for Directors and Executives of Youth and Adult Education for for Women in Saudi Arabia
(Hamburg 29 September ndash 10 October 2014)
Rika Yorozu -- ryorozuunescoorg1
Inclusion and Equity
2
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
3
Inclusion
Expanding participation and provision in adult education (GRALE 2013)
bull What types of learning opportunties for youth and adult are provided
bull What information and data on participation in ALampAE are collected What are their findings
bull What measures are taken to improve equity in access for marginalised groups
4
Measuring participation methods
bull Labour force surveys participation in training education over the last 4 weeks
bull Adult education surveys participation in formal non-formal and informal learning over the last 12 months
bull Programme data participationcompletion of equivalency education programmes (primary amp secondary levels)
bull (Voluntary) assessment and certification of literacy skills
bull Time use surveys how many hours
5
Measuring participation findings
bull A diverse range of methods in collecting and analysing data on ALE is practiced
bull Decrease in participation noted in EU countries bull More data on participation is needed for middle-
and low-income countriesrsquo to monitor progress in ALE
bull Regional framework to monitor participation in ALE are at different stages of development
bull Future direction of measuring participation could shift from individual person to society as a unit and from counting to measuring progress
6
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Inclusion and Equity
2
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
3
Inclusion
Expanding participation and provision in adult education (GRALE 2013)
bull What types of learning opportunties for youth and adult are provided
bull What information and data on participation in ALampAE are collected What are their findings
bull What measures are taken to improve equity in access for marginalised groups
4
Measuring participation methods
bull Labour force surveys participation in training education over the last 4 weeks
bull Adult education surveys participation in formal non-formal and informal learning over the last 12 months
bull Programme data participationcompletion of equivalency education programmes (primary amp secondary levels)
bull (Voluntary) assessment and certification of literacy skills
bull Time use surveys how many hours
5
Measuring participation findings
bull A diverse range of methods in collecting and analysing data on ALE is practiced
bull Decrease in participation noted in EU countries bull More data on participation is needed for middle-
and low-income countriesrsquo to monitor progress in ALE
bull Regional framework to monitor participation in ALE are at different stages of development
bull Future direction of measuring participation could shift from individual person to society as a unit and from counting to measuring progress
6
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
3
Inclusion
Expanding participation and provision in adult education (GRALE 2013)
bull What types of learning opportunties for youth and adult are provided
bull What information and data on participation in ALampAE are collected What are their findings
bull What measures are taken to improve equity in access for marginalised groups
4
Measuring participation methods
bull Labour force surveys participation in training education over the last 4 weeks
bull Adult education surveys participation in formal non-formal and informal learning over the last 12 months
bull Programme data participationcompletion of equivalency education programmes (primary amp secondary levels)
bull (Voluntary) assessment and certification of literacy skills
bull Time use surveys how many hours
5
Measuring participation findings
bull A diverse range of methods in collecting and analysing data on ALE is practiced
bull Decrease in participation noted in EU countries bull More data on participation is needed for middle-
and low-income countriesrsquo to monitor progress in ALE
bull Regional framework to monitor participation in ALE are at different stages of development
bull Future direction of measuring participation could shift from individual person to society as a unit and from counting to measuring progress
6
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Inclusion
Expanding participation and provision in adult education (GRALE 2013)
bull What types of learning opportunties for youth and adult are provided
bull What information and data on participation in ALampAE are collected What are their findings
bull What measures are taken to improve equity in access for marginalised groups
4
Measuring participation methods
bull Labour force surveys participation in training education over the last 4 weeks
bull Adult education surveys participation in formal non-formal and informal learning over the last 12 months
bull Programme data participationcompletion of equivalency education programmes (primary amp secondary levels)
bull (Voluntary) assessment and certification of literacy skills
bull Time use surveys how many hours
5
Measuring participation findings
bull A diverse range of methods in collecting and analysing data on ALE is practiced
bull Decrease in participation noted in EU countries bull More data on participation is needed for middle-
and low-income countriesrsquo to monitor progress in ALE
bull Regional framework to monitor participation in ALE are at different stages of development
bull Future direction of measuring participation could shift from individual person to society as a unit and from counting to measuring progress
6
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Measuring participation methods
bull Labour force surveys participation in training education over the last 4 weeks
bull Adult education surveys participation in formal non-formal and informal learning over the last 12 months
bull Programme data participationcompletion of equivalency education programmes (primary amp secondary levels)
bull (Voluntary) assessment and certification of literacy skills
bull Time use surveys how many hours
5
Measuring participation findings
bull A diverse range of methods in collecting and analysing data on ALE is practiced
bull Decrease in participation noted in EU countries bull More data on participation is needed for middle-
and low-income countriesrsquo to monitor progress in ALE
bull Regional framework to monitor participation in ALE are at different stages of development
bull Future direction of measuring participation could shift from individual person to society as a unit and from counting to measuring progress
6
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Measuring participation findings
bull A diverse range of methods in collecting and analysing data on ALE is practiced
bull Decrease in participation noted in EU countries bull More data on participation is needed for middle-
and low-income countriesrsquo to monitor progress in ALE
bull Regional framework to monitor participation in ALE are at different stages of development
bull Future direction of measuring participation could shift from individual person to society as a unit and from counting to measuring progress
6
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Discussion
bull What and how is participation of men and women in education and training measured in Saudi Arabiandash Literacy programmes training courses hellip
ndash By educational institutions household sample surveys census
bull How is your institution identifying disadvantaged women who are not participating in education
7
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Factors of vulnerability
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
8
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Buzz Session
bull Discuss in pairs ndashWhat categories of girls and women
are excluded from participation in education
ndashIdentify at least 3 categories per factors of vulnerability in the previous diagram
ndashDiscuss why they are not participating
9
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Cumulating disadvantages
Religious social and community identity
Familyrsquos socio-economic status
Education level and literacy skills
Physical and medical
conditions
Gender
10
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
11
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Barriers to participation
bull Institutional Barriers discouraging practices and procedures in (learning) institutions
ndash Course schedule registration dates hellip
bull Situational Barriers individualrsquos life situation at a given point in life
ndash Care for childrenelders prime working age hellip
bull Dispositonal Barriers psychological factors
ndash Fears towards not succeeding in education hellip
12
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Youth Matters
bull Target a specific group of young people
bull Recognise reasons for vulnerability
bull Not ldquostand-alonerdquo
bull Integrate basic education + vocational skills + life skills
bull Effective partnerships with a variety of stakeholders
bull Involve learners at different stages
13
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Five stages of transition
learning after
primary school age
starting a productive working life
adopting a healthy lifestyle
forming a family
exercising citizenship
Socio-cultural context
Life circumstances14
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Education is key in preparing youth for transition stages
formal informal non-formal
15
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
bull Many young people do not believe in the quality of their education
bull Yet while ldquogenerosityrdquo and ldquohospitalityrdquo are shared values across all three generations they seem to be declining over time mdashpossibly a reflection that in many countries the Arab Digital Generation (ADG age 15-35) is facing hardships with high unemployment among youth a high cost of living and reduced economic opportunities hellip when asked about their level of satisfaction with life achievements thus far including career and education the least satisfied were members of the ADG particularly in Egypt Jordan and Saudi Arabia
(source Generation A (2013) from wwwstrategyandpwccom
16
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Community Matters
bull Engaging youth in community learning centres
As managers
As volunteers
As learners
17
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
UNESCO Operational Strategy on Youth
bull 2014-2021
bull Axis of
operation
18
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Latin America
Eighth general goal
To offer all individuals lifelong
educational opportunities
bull Employment for graduates of TVET
bull Access to education for those with greatest disadvantage and needs
bull Increase participation in class-based and remote learning for further training
19
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
EU Youth Strategy for 2010-18
20
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
21
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
22
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Gender Analysis Policy Cycle
Agenda Setting
Policy Develop-
ment
Implemen-tation
Policy Evaluation
Women with low education
23
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Gender Equality Matters
Men involve husbands brothers and leaders
Relevant Attactive and motivational learning activities Examples recognition of prior learning (skills amp knowledge acquired through life) and small-step progression towards empowerment and lifelong learning
Providers access analyse and remove barriers to womenrsquos participation in learning Example arrange child-care transportation allowance and campaigns
24
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
bull Ensure girlsrsquo access to quality education at all levels
bull Collect and analyse disaggregated data on literacy by gender and other disparities
bull Ensure locally relevant learner-centres programme design curricula materials development and assessment
bull Invest in mother-tongue based education
25
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
bull Strengthen partnerships between governments and civil society organisations
bull Create support systems to encourage womenrsquos participation
bull Build community-based literacy environments
bull Integrate literacy in development plans and effective implementation
bull Mobilise adequate resources for womenrsquos literacy
26
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Discussion
bull What gender analysis are available to inform government policy programme and services in Saudi Arabia
ndash Data
ndash Reports
ndash Dialogue consultation processes
27
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Gender Responsive Budgeting
bull Various efforts at integrating gender dimensions in government budgets to achieve gender equality
28
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
Budget cycle
Budget Preparation
AuthorisationExecution
Evaluation
bull Analyse budget allocation and expenditure trends
bull Briefing key actors to raise their gender awareness
bull Monitor implementation and spending
bull Ratio of budget for female to male studentsprogrammes hellip
29
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
1 Inclusion
2 Gender Analysis
3 Good practices
OUTLINE
30
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
4 recommendations
bull Literacy policy should build on and seek to strengthen the interconnections between the three pillars of sustainable development thereby developing a more holistic approach which can facilitate greater cross-sectoral interaction and support womenrsquos empowerment
31
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
32
bull There is an urgent need for future policy development on Education for Sustainable Development to incorporate a gender dimension promoting a transformative and holistic approach to womenrsquos empowerment
bull A wider range of research evidence is required to inform literacy policy and planning
bull The importance of literacy to sustainable development and the empowerment of women should be explicitly recognised within the post-2015 EFA goals as a first step towards mobilising adequate resources for adult education and lifelong learning
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
More examples
33
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34
ldquoWomen should be enabled to benefit from an ongoing acquisition of knowledge and skill beyond those acquired during youth This concept of lifelong learning includes knowledge and skills gained in formal education and training as well as learning that occurs in informal ways including volunteer activity unremunerated work and traditional knowledgerdquo (Beijing Platform for Action)
34