THE “GENDER PIPELINE” The “opportunity structure” or “gender pipeline” has been used to examine the causes of gender differences in the formal education of both boys and girls as well as the academic performance of boys and girls.

1. GENDER PIPELINE
LIFTS
EQUALITY DREAM

2. Objectives:
1. Discuss the concept of gender equality in education and how treatment of
boys and girls in school reflects the values of the society and culture:
2. Explain practices and ideas related to gender equality in education as to
factors in education as to social, political and economic context; and
3. Appreciate the importance of gender equality in education as to equal
access to schooling and improving performances of education at all levels.

9. “Everyone has the right to education. Education shall
be free, at least in the elementary and fundamental stages.
Elementary education shall be compulsory.” The Universal
Declaration of Human Rights, 1948, Article 26.
UNESCO is working towards the 2030 agenda for
sustainable development. Sustainable Development Goal 4
(SDG 4) reinforces the importance of inclusive education
which adheres nations to adopt the framework of action in
providing inclusion and equity through education of children
with perceived differences.

11. THE “GENDER PIPELINE”
The “opportunity structure” or “gender pipeline”
has been used to examine the causes of gender
differences in the formal education of both boys and
girls as well as the academic performance of boys and
girls.

12. EDUCATION IN CONTEXT
Finland has become a focus of international comparison
because Finnish scored at the top in a recent international
assessment called the Program for International Student
Assessment (PISA). PISA is one of the most highly recognized
studies used to compare education system worldwide.
Finland emphasizing the equality in educational policies,
curricula and pedagogy and emphasizing expertise for teachers
and train them rigorously as experts in their fields.

13. GENDER EQUITY IN EDUCATION
A way to level the playing field in education is to make
adjustments that contribute to equity in our country’s own unique ways.
In spite of the well documented gender inequality that both
exists and persists in schools around the world, there is evidence that
suggests progress towards gender parity in education is taking place-
slowly but surely.
Some evidences suggests that formal schooling has helped
gender egalitarian become legitimate part of a pervasive world culture.

14. GENDER EQUITY IN EDUCATION
The Sustainable Development Goals (SDGs), also known as the
Global Goals, were adopted by the United Nations in 2015 as a universal call
to action to end poverty, inequality, protect the planet, and ensure that by
2030 all people enjoy peace and prosperity.
Sustainable Development Goals (SDGs) 4 and 5 focus on quality
education and reducing gender inequality, respectively and Progress toward
these goals requires a more complete understanding of current global
patterns in school enrollment, grade attainment, and learning.

15. GENDER CURRICULA
Gender egalitarian standards are increasingly becoming
institutionalized components of formal political, social and economic
policies.
For example:
 women have the right to vote in most developed and many developing
nations around the world
 Civil liberties of women are recognized and even enforced in many
nations
 Women technically have the opportunity to hold the positions as men in
the labor market.

16. GENDER CURRICULA
The norm in many education systems around the world is
no longer for boys to be officially assigned to more labor market-
oriented classes, such as math, science and industrial arts and
girls to more domestic life-oriented classes in history, language
and home economics.

17. GENDER SOCIALIZATION
Research on “gender-related socialization” demonstrates
how gender-related experiences of adult women in their families,
jobs, and society clearly influence the experiences of younger
generations.

18. SINGLE-SEX SCHOOLING
The issue of single sex schooling seems to be increasingly
forgotten in national-level and global-level discussions about
education. Several nations continue to maintain high levels of
single-sex education in their school systems.

19. SGD 5 GENDER EQUALITY (goals target)
 End all forms of discrimination against all women and girls everywhere
 Eliminate all forms of violence against all women and girls in the public and private
spheres, including trafficking and sexual and other types of exploitation
 Eliminate all harmful practices, such as child, early and forced marriage and
female genital mutilation
 Recognize and value unpaid care and domestic work through the provision of
public services, infrastructure and social protection policies and the promotion of
shared responsibility within the household and the family as nationally appropriate

20. SGD 5 GENDER EQUALITY (goals target)
 Ensure women’s full and effective participation and equal opportunities for
leadership at all levels of decisionmaking in political, economic and public life
 Ensure universal access to sexual and reproductive health and reproductive rights
as agreed in accordance with the Programme of Action of the International
Conference on Population and Development and the Beijing Platform for Action
and the outcome documents of their review conferences
 Undertake reforms to give women equal rights to economic resources, as well as
access to ownership and control over land and other forms of property, financial
services, inheritance and natural resources, in accordance with national laws

21. SGD 5 GENDER EQUALITY (goals target)
 Enhance the use of enabling technology, in particular information and
communications technology, to promote the empowerment of women
 Adopt and strengthen sound policies and enforceable legislation for the promotion
of gender equality and the empowerment of all women and girls at all levels

22. SGD 4 QUALITY EDUCATION (goals target)
 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and Goal-4 effective learning outcomes
 By 2030, ensure that all girls and boys have access to quality early childhood development, care
and preprimary education so that they are ready for primary education
 By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational and tertiary education, including university
• By 2030, substantially increase the number of youth and adults who have relevant skills, including
technical and vocational skills, for employment, decent jobs and entrepreneurship

23. SGD 4 QUALITY EDUCATION (goals target)
 By 2030, eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations
 By 2030, ensure that all youth and a substantial proportion of adults, both men and
women, achieve literacy and numeracy
 By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution to sustainable development

24. SGD 4 QUALITY EDUCATION (goals target)
 Build and upgrade education facilities that are child, disability and gender sensitive and
provide safe, nonviolent, inclusive and effective learning environments for all
 By 2020, substantially expand globally the number of scholarships available to
developing countries, in particular least developed countries, small island developing
States and African countries, for enrolment in higher education, including vocational
training and information and communications technology, technical, engineering and
scientific programmes, in developed countries and other developing countries
 By 2030, substantially increase the supply of qualified teachers, including through
international cooperation for teacher training in developing countries, especially least
developed countries and small island developing states

25. Direction: Read the question and explain your answer comprehensively. Submit your
answers with the email provided. Why are so many girls out of school globally?
1. Gender parity in primary education means?
2. What is the difference between gender equity, gender equality and women’s
empowerment?
3. Why is it important to take gender concerns into account in programme design and
implementation?
4. What is gender mainstreaming?
5. Why is gender equality important?
6. What program/s implemented in DepEd concerning Gender Equality?