Supporting Participation and Accountability for Communities’ Education(SPACE) Policy Dialogue for Enhancing Educational Services Project Policy papers on Strengthening Civil Society Organizations for( nhancing Educational Services 6HUYLFHV $FNQRZOHGJHPHQWV ,QWURGXFWLRQ 5HSXEOLF 6ROLPDQ 7UDLQLQJ 5 The FES cooperates with Egyptian partners in the fields of: $FNQRZOHGJHPHQWV 9 ,QWURGXFWLRQ 11 12 15 RI EH RI RI LQ SURJUDPPHV IXQFWLRQDO HGXFDWLRQ LQFOXGLQJ WR RI ³7KH E\ ZRPHQ DJDLQVW ZRUN RI 16 *RDOV ER\V 17 18 19 20 LGHQWLILHG DQG UHODWLYH DQG 21 VRFLDO DOVR GDWD LQFOXGH YDU\ 22 Policy papers on Strengthening Civil Society Organizations for enhancing Educational Services institutions accountable for their commitments on gender equality. Gender indicators and relevant data can make visible the gaps between the commitments many governments and other institutions have made at all levels – for example by ratifying the Convention on the Elimination of All Forms of Discrimination Against Women(CEDAW) – and their actual implementation and impact. They can be used to hold policy-makers accountable for their actions, or lack of action.”(Demetriades, 2007, p.2). Existing Experience in Egypt: In March 2018, Japan International Cooperation Agency(JICA) launched its report on the status of gender mainstreaming in selected projects in Egypt. Education was among the areas that were investigated in the report to assess the level of gender responsiveness of the implemented projects. Egypt Japan Education Partnership(EJEP) aimed to improve the quality of education through four projects where only one project integrated gender perspective in the planning and implementation. The project is Egypt-Japan University of Science and Technology(E-JUST). A main critique presented is the limited approach to gender in deployed in these projects as the use of gender disaggregated data with focus on statistics only. The data collection in the pre-primary, primary, preparatory, secondary and the technical education projects demonstrated complete lack of gender analysis and absence of qualitative data as“the baseline survey, although the gender disaggregated data on the number of pupils/students and teachers was collected, no other indicators and information were examined from the gender perspective.”(JICA, 2018, p.50). Generally, this partnership presents a useful framework for the incorporation of gender perspective in any project with respect to four aspects: (1) Collecting and analyzing relevant data and information to identify gender needs in the planning stage: The first aspect accentuated in the process of gender mainstreaming is the gender analysis. In order to devise solution and take proper gender actions, gender analysis based on both well collected qualitative and quantitative data for gender issues is indispensable. (2) Integration of gender devices in project activities: According to the report, gender devices refers to the engagement and participation of gender experts, concerned local NGOs and appropriate agencies with knowledge and adequate understanding of local context and the addressed problem. This is highly important in order to be sensitive to local 23 Policy papers on Strengthening Civil Society Organizations for enhancing Educational Services communities’ issues and identify a way to address them through proper tools, activities as well as ensuring the participation of local communities. (3) Taking a cross-sectoral approach for boosting women’s empowerment: Another aspect brought to attention and highlights the complexity of gender integration in the education process is the cross-sectoral approach. The report states that the“integration of gender as a topic in extracurricular activities of basic education for fostering a sense of humanity as a basis for combating violence and harassment against women and making the scope of a technical education project more gender-friendly according to the labor market’s needs for female and male students”(p.59). The stakeholder analysis presented in this policy paper proposes sectors, which their work intersects and supplement the educational process. (4) Setting gender-sensitive indicators and constant monitoring: The final aspect of the framework tackles the importance of setting measurable gender indicators, while maintain regular monitoring system to evaluate the effectiveness of these indicators. Country Experience: In this part, I review other countries experiences to achieve gender equality in education. The Indonesian Experience: I find the Indonesian approach as an inspiring approach towards ending gender disparity in the educational system. In 2013, Ministry of National Development Planning in Indonesia published a study to review the country progress towards gender mainstreaming in education. Interestingly, the study stresses that the key challenge is ensuring gender equality beyond access to education. The study finds that,“Increasing parity in enrolment is only the first step in achieving gender equality in education and may only treat the symptoms, not the root causes, of inequality. Focusing on access as the primary issue for all girls and boys can undervalue the importance of quality and relevance.”(p.47). In fact, the study that explain that gender mainstreaming is a process more than mere developed intervention. In 2005, Gender Working Groups is established by the provincial education agency. It aimed to disseminate gender equality in formal and non-formal education and proved to be effective in developing gender sensitive projects in schools. As a result, a holistic approach took place to ensure making schools gender responsive through number of pilot projects. 24 DQG ! JHQGHU ! ! RZQ ! VWDQGDUGV VKRXOG RI EH XVH WKDW HGXFDWLRQ WKH ZLWK WR UDLVLQJ FORVH 25 WR JHQGHU ! ! ! DQG 26 ! L JHQGHU ! LV ! VHFWRU 7KURXJK ! 0HGLD WKH WKH 27 ZRPHQ¶V DQG OHJDO DQG TXDOLWDWLYH FRQGXFWLQJ WR GURSRXWV LGHQWLI\ QHHGHG :RPHQ¶V WR FROOHFW LQ VWDNHKROGHUV VWDNHKROGHUV ZRPHQ LQWHUQDO 28 WKH EHWWHU LQFUHDVLQJ RI FDPSDLJQ HPSRZHUHG RI UDWH 29 Policy papers on Strengthening Civil Society Organizations for enhancing Educational Services References: ! Acker, J.(1992). Sex Roles to Gendered Institutions. Contemporary Sociology. American Sociological Association. Vol. 21, No. 5. pp. 565-569. Retrieved from: https://www.jstor.org/stable/2075528 ! Demetriades, J.(2007). Gender Indicators: What, Why and How? Development-Gender. Retrieved from: http://www.bridge.ids.ac.uk/reports_gend_CEP.html#Indicators Bridge ! Egypt, U.N.D.P. Ministry of Planning, Monitoring and Administrative Reform (2015). Egypt’s Progress towards Millennium Development Goals. Cairo, UNDP Egypt and Ministry of Planning, Monitoring and Administrative Reform. ! Japan International Cooperation Agency(JICA).(2018). Country Gender Profile(Arab Republic of Egypt) Survey Report. Retrieved from: http://gwweb.jica.go.jp/km/FSubject1501.nsf/cfe2928f2c56e150492571c7002a9 82c/facbb3f561228faf49257afe0009dfa8/$FILE/%E8%8B%B1%E8%AA%9E% E7%89%88%202017.pdf ! Johnson, D.(2018). Egypt’s Long Road to Education Reform. The Tahrir Institute for Middle East Policy. Retrieved from: https://timep.org/commentary/analysis/egypts-long-road-to-education-reform/ ! kamal, H.(2015). Inserting women’s rights in the Egyptian constitution: personal reflections. Journal for Cultural Research. Retrieved from ! http://dx.doi.org/10.1080/14797585.2014.982919 ! National Council for Childhood and Motherhood and UNICEF.(2015). Violence against Children in Egypt. A Quantitative Survey and Qualitative Study in Cairo, Alexandria and Assiut. Retrieved from: https://www.unicef.org/mena/sites/unicef.org.mena/files/press-releases/menamedia-Violence_Against_Children_in_Egypt_study_EngUNICEF_NCCM_1002015.pdf ! Nazra for Feminist Studies(2016). One year after its launch, the National Strategy for Combating Violence Against Women still lacking Monitoring Mechanism. Retrieved from: http://nazra.org/en/2016/05/one-year-after-its-launch-national-strategycombating-violence-against-women-still-lacking 30 Policy papers on Strengthening Civil Society Organizations for enhancing Educational Services  Ministry of National Development Planning/ National Development Planning  Agency(BAPPENAS).(2013). Review of a Decade of Gender Mainstreaming in Education in Indonesia. Retrieved from:  https://www.adb.org/sites/default/files/publication/176601/ino-gendermainstreaming-education.pdf  SIDA,(2015). Gender Analysis – Principles& Elements. Retrieved from:  https://www.sida.se/contentassets/a3f08692e731475db106fdf84f2fb9bd/g ender-tool-analysis.pdf  Sco Ʃ, J. W.(1986). Gender: A useful category of historical analysis. The American Historical Review, 91(5), 1053-1075.  Unterhalter, E. North, A.(2011). Girls' Schooling, Gender Equity, and the Global Education and Development Agenda: Conceptual Disconnections, Political Struggles, and the Difficulties of Practice. Feminist Formations. The Johns Hopkins University Press. Vol.(23) No.(3). pp. 1-22. Retrieved from:  https://www.jstor.org/stable/41301670  SIDA,(2015). Gender Analysis – Principles& Elements. Gender Tool Box. [online] Sweden: Sida. Available at:  https://www.sida.se/contentassets/a3f08692e731475db106fdf84f2fb9bd/g ender-tool-analysis.pdf[Accessed 2 Feb. 2019]. 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