Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1696587532292.pdf (Vanuatu)
Gender Equity in Education Policy 2005-2015 Ministry of Education Government of Vanuatu 2 The Minister's Message Internationally, attention is focused on ensuring that both males and females benefit equally from their participation in education.

Education is recognised as playing a key role in sustainable social and economic development.

It is a human right and an essential tool for achieving equality, development, and peace.

Non discriminatory education benefits everyone.


is committed to promoting gender The Ministry of Education equity and this policy is designed to assist us to actively meet that commitment.

I am delighted that the Ministry of Education has produced the first government sector gender equity policy in Vanuatu.

The goal of the policy is to provide equal opportunities for boys and girls, men and women in education.

This policy provides us with the principles and the actions that will help guide our work.
Its focus is gender equity in the formal education sector, from It involves changes in the way we think pre-school to tertiary .

about education and how education is delivered and organized.

Everyone who works in education has a responsibility to promote gender equity and assist with the implementation of this policy.

For this policy to be successfully implemented we must all work together, only then will gender equity in education be realised.

J Natuman Minister of Education .
Acknowledgements 3 Members of the Gender Equity in Education Policy Working Group: Mr Antoine Thyna (Chairperson, Policy Analyst, MOE) Ms Seman Dalesa (Women’s Policy Planner, Department of Women’s Affairs) Mr Jesse Dick (Director, Department of Policy Planning, MOE) Ms Grayleen Lapi (PA, Director General, MOE) Ms Maylyne Ngwele (Senior Education Officer, Examinations) Dr Jane Strachan (UNESCAP Consultant) We would like to thank UNESCAP, Pacific Operations Centre (in particular Alastair Wilkinson) for assisting with funding the development of this policy.
Thank you also to those many people who attended the consultation workshops throughout Vanuatu.
Your input and advice has been essential to the development of this policy Table of Contents 4 Summary ................................................................................................................. 5 The purpose of this policy....................................................................................... 8 The goal of this policy ............................................................................................ 8 Why we need this policy ......................................................................................... 8 The background to this policy................................................................................. 9 The international context .................................................................................... 9 The Vanuatu context ........................................................................................... 9 Values and principles guiding this policy ............................................................. 10 Culture and gender equity ..................................................................................... 11 Disability and gender equity ................................................................................. 11 Gender inequality .................................................................................................. 12 Inclusive language ................................................................................................ 12 Implementing this policy ...................................................................................... 13 Gender mainstreaming ...................................................................................... 13 Responsibility ................................................................................................... 13 Gender desk ...................................................................................................... 13 Gender equity handbook ................................................................................... 13 Education and awareness raising ...................................................................... 14 Monitoring and evaluating progress ..................................................................... 14 Timeline and priorities .......................................................................................... 14 Financial considerations........................................................................................ 14 Defining Terms ..................................................................................................... 15 Gender ............................................................................................................... 15 Sex..................................................................................................................... 15 Gender equality ................................................................................................. 15 Gender equity .................................................................................................... 15 Gender mainstreaming ...................................................................................... 15 Gender analysis ................................................................................................. 15 Affirmative action ............................................................................................. 16 Merit .................................................................................................................. 16 Gender Equity in Education Policy Logframe and Action Plan 2005-2015 ......... 17 Acronyms .............................................................................................................. 31 5 Summary Goal The goal of this policy is to provide equal opportunities (EO) for everyone in education that are not determined by their gender.
Objectives 1.

Establish an effective gender equity implementation and monitoring system.

Tasks:  MOE establish a Gender Desk  Gender Officers appointed  Gender policy distributed  Carry out training of education personnel in EO  Seek donor funding to implement the gender equity in education policy  Develop gender equity handbook 2.

Reduce girl’s drop/push out rates in Years 11, 12, 13.
Tasks:  MOE to direct schools to stop the expulsion of pregnant girls and allow girls who have given birth to return to school  Develop and implement awareness programme to promote the value of girls continuing with their education including pregnant girls and girls who have given birth  Provide secondary schools with enough boarding facilities for girls  Research establishing single sex senior secondary schools  Research the causal factors of girls high drop/push out rate at all levels 3.
Provide a safe learning environment for all students Tasks:  Develop a comprehensive harassment and safety policy covering students and staff in all schools  Provide professional development on harassment for principals and inspectors  Implement harassment policy in all schools  Monitor progress of implementation 6 4.
Increase the number of females applying for and being awarded scholarship including post-graduate scholarships Tasks:  Provide school guidance teachers with professional development on scholarships  Carry out scholarship awareness in all secondary schools on an annual basis 5.

Increase the number of females taking science mathematics and technical subjects Tasks:  Develop and implement an awareness programme to promote the value of girls taking science, mathematics and technical subjects 6.
Increase the number of female students in technical education Tasks:  Develop and implement an awareness programme to encourage girls to study technical education at the tertiary level  Develop and implement an awareness programme to encourage employers to employ males and females on merit in non traditional areas  Make available all technical subjects to both males and females in secondary schools  Provide pathways for students from formal to non formal systems through TVET 7.
Provide career guidance and subject choice advice for both males and females that does not limit student’s employment/work options on the basis of their sex Tasks:  Develop a career guidance handbook that encourages both males and females to study and work in non stereotypical gender areas (including using the Girls Can do Anything book already completed)  Train all pre service teachers in career guidance and use of the handbook as a part of the required courses for all secondary pre-service teachers  Develop a system for evaluating the career guidance handbook and programme 7  Carry out in-service training for School Guidance Teachers on the use of the handbook 8.
Develop curricula, resources and courses that are gender inclusive Tasks:  Provide professional development for CDU and VITE staff on developing gender inclusive curricula  Provide in-service and pre-service training on the implementation of a gender inclusive curricula  Implement gender inclusive curricula 9.
Increase the number of female principals and females in other senior positions Tasks:  Develop an Equal Employment Opportunity (EEO) in Education policy  Identify and professionally develop women for senior positions  Review and amend existing selection criteria for principal’s positions for gender equity  Change the title of leaders of primary and secondary schools to The Principal and include in all aspects of the work of the Ministry of Education 10.
Increase the number of females employed in the Ministry of Education administration, particularly in senior positions Tasks:  Develop a recruitment drive to encourage women with relevant experience and qualifications to apply for positions in the Ministry of Education 11.
Increase women’s representation on committees; including the Teaching Service Commission (TSC) Tasks:  Change the Teaching Service Act No 15 of 1983 to allow for the appointment of at least two women and two men to the TSC, the fifth member to be either a man or a woman  Review and revise the Teaching Service Act No 15 of 1983 so that the language used in the Act is gender inclusive and does not exclusively use the male pronouns as at present 8 12.
Recruit more women to train as secondary teachers Tasks:  Develop and implement an awareness programme to encourage females to apply for secondary teacher education 13.
Accurately track the progress towards achieving gender equality in education Tasks:  Develop a policy that covers the collection and reporting of sex disaggregated data so progress can be accurately tracked  Seek donor funding for a TA with expertise in data collection and reporting to work with MOE Statisticians on developing consistent systems and processes for the collection of sex disaggregated data  Develop consistent systems of collecting and reporting sex disaggregated data  Provide professional development for principals on reporting sex disaggregated data to the MOE The purpose of this policy The purpose of this Gender Equity in Education Policy is to ensure that girls and boys, women and men of Vanuatu equally benefit from their participation in education The goal of this policy The goal of this Gender Equity in Education Policy is to provide equal opportunities (EO) for everyone in education that are not determined by their gender.
The policy covers the formal education sector including pre-school, primary, secondary and tertiary education.

Why we need this policy Education improves the quality of life.

It promotes health, expands access to paid employment, increases productivity and facilitates social and political participation.

It is fair and equitable that both men and women should experience these benefits.

The 9 education of girls and women is an important cultural, economic and social investment.
Investment in formal and non-formal education and training for girls and women, with its exceptionally high social and economic return, has proved to be one of the best means of achieving sustainable development and economic growth.

However, considerable gender inequalities exist in the education sector in Vanuatu.

These were identified in a gender analysis of the education sector that was carried out in 2002.
For example in 2002:  Only one third of enrolments in technical and vocational were female  Females were under-represented in Year 11 (44.3%), Year 12 (45.3%) and Year 13 (42.1%)  Females made up 36% of the secondary teaching force but only 8% of the secondary school principalships  Only one third of scholarship applications were received from females  Only one third of those employed in the Ministry of Education were female  All the directors of education were male  Males and females tend to study gender stereotypical subjects, for example males were more likely to study science subjects and females arts subjects The background to this policy The international context The Government of Vanuatu has ratified two important and influential international conventions, The Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) and the Convention on the Rights of the Child (CRC) and has also endorsed the Pacific Islands Basic Education Action Plan.
The ratification of these conventions requires the Government of Vanuatu to take steps to ensure gender equity in education.

The Vanuatu context The Government of Vanuatu has indicated its commitment to gender equity through provisions detailed in the Constitution and the Comprehensive Reform Programme.

10 The Education Act No.

21 of 2001, Part 1, 8(1) states: “A child is not to be refused admission to any school on account of his/her gender, religion, race, nationality, language or disability.
“ Eliminating gender inequalities in education is an important goal of the Ministry of Education.

This commitment is detailed in the Ministry’s Corporate Plan 2004-2006 and Education for All Action Plan 2001-2015 (Priority Goals 2 and 5).

In particular, the provision of free and compulsory primary education (as stated in Priority Goal 2) will be an important strategy in eliminating gender disparities in participation in primary education.
This policy is designed to assist the Ministry of Education meet these commitments.

Values and principles guiding this policy The Vanuatu education system encourages, supports and promotes gender equity in education.

Gender equity in education at all levels is essential to a positive learning experience where both males and females are given the same opportunities to reach their full potential.
The following are the values and principles guiding this policy:  Fairness in education is a human right for everyone;  Providing high quality education for all students (male and female) is the professional responsibility of all those working in education;  Being male or female does not determine our capacity to learn or to work, both males and females are equally capable;  Being male or female should not determine which subjects are studied or which careers are followed;  Equality of opportunity may at times mean that either males or females are treated differently for a period of time;  Action needs to be taken to improve education for females and the employment of women in the education system;  People need to be treated as individuals as there are there are differences between differences between females, and there are differences between males; females and males,  Cultural practices/attitudes based on gender must not limit the educational opportunities of anyone; 11  Education must prepare males and females for life in both the modern world and the traditional/cultural world; and  To be able to learn and work effectively people must be safe, any form of harassment/bullying in education is completely unacceptable.
Culture and gender equity There are many different cultures in Vanuatu that sustain and enrich the lives of its people.

These cultures have evolved over many centuries.

Cultural practices vary from island to island and within islands.

Culture does not stand still, over time it changes.

This is the case in Vanuatu, for example over the last 150 years Christianity has become central in lives of many Ni Vanuatu.
While it is important to preserve those aspects of culture that help sustain and enrich people it is also important to change those aspects that limit people’s opportunities based on their gender.

Both males and females should value each other and be valued equally in all aspects of their lives, including education.

It is acknowledged that many families struggle to find the money to pay school fees and sometimes it is impossible to pay for all their children to attend school.
Often a boy is chosen to continue his education because a girl on marriage will leave her family.

In this case, the child’s sex rather than their ability determines their educational future.

This practice disadvantages girls yet we know that when girls are educated the return to the family in terms of improved health is great, the whole family benefits.

However, until Vanuatu has a free education system this practice disadvantages girls.
Over the years there have been some gains in reducing the gender disparities in accessing formal education.

For example, in the primary school sector males and females are almost equally represented.

Disability and gender equity Boys and girls with disabilities are less likely to receive an education than other children.

Girls with disabilities are a particularly vulnerable group and seldom receive an education; they are less visible than boys with disabilities.
All aspects of this policy include boys and girls with disabilities.

12 Gender inequality Gender inequalities occur when there are differences in male’s and female’s ability to access and participate in education as students and employees.

There are many different reasons why gender inequalities occur and these differ from country to country.

Discrimination is an aspect of gender inequality and involves treating males and females unfairly.
A number of areas of gender inequality in education in Vanuatu have been identified.

Research has shown in almost all the areas of the formal education system females are more disadvantaged than males.
These include:  More males than females participate in primary, secondary, tertiary, technical and university education;  More males than females are employed in education;  Females are underrepresented in senior positions and on committees in education;  Females and males study gender stereotypical subjects; and  Females drop out and are pushed out of education at a higher rate than males.
In addition, during the consultation process for this policy a number of other issues were identified that in particular limit the educational opportunities of females.
These include:  Pregnant girls are expelled from school, this is a discriminatory practice;  Some schools have unsafe environments where students are bullied and harassed by other students and by staff; and  Girls with disabilities are a particularly vulnerable group Strategies have been developed (see the Logframe and Action Plan) that address these inequalities.

Implementing these strategies is the responsibility of everyone who works in education.
Inclusive language This policy uses inclusive language.

How we use language reflects how our society and culture sees the role of men and women.

It can also limit what people think is possible and appropriate.

If when we write and talk about the principal we use “he” or “Headmaster” or we refer to a Chairperson as the Chairman then women can and often do believe that these are positions that are only for men.
13 The Ministry of Education is committed to using gender inclusive language in all its activities throughout all levels of the education system of Vanuatu.

Implementing this policy Gender mainstreaming Gender mainstreaming is the process that will be used to achieve the objectives outlined above.

This means there will be a consistent use of a gender perspective in all activities in all educational organisations and by all those working in education.
Gender mainstreaming requires us to examine and change those attitudes and practices that contribute to gender inequalities in education.

Some will be easier to change than others.

It will take time and will involve professional development and the allocation of resources.

So that gender mainstreaming becomes an integral part of extensive an and educational planning professional development programme will be needed.
implementation Responsibility The overall responsibility for the implementation of this policy will be the Department of Policy and Planning in the Ministry of Education through provincial education boards, school councils, principals and teachers.

Gender desk A Gender Desk will be established within the Ministry of Education to oversee the implementation and monitoring of this policy.

This will comprise of two Gender Officers (GO), one male and one female.
Provincial Education Officers will also appoint a staff member as the Provincial Gender Officer (PGO) to oversee the implementation of this policy in their province.

In addition, secondary schools will assign to a teacher the responsibility of implementing the relevant aspects of this policy in their respective schools.

This person shall be called the School Guidance Teacher (SGT).
Gender equity handbook To assist with the implementation of the policy a gender equity in education handbook will be developed.

Education and awareness raising 14 Education and awareness raising of gender equity issues in education was identified in the consultation process as the single most needed strategy.

This includes education and awareness raising and teachers, communities.
Therefore, education and awareness raising of will be incorporated into all the activities identified in the Action Plan 2005-2015. students, parents administrators, Monitoring and evaluating progress Monitoring and evaluating progress towards gender equality in education will be carried out every three years.

The data gathered in the 2002 gender analysis of the education sector will be used as base line data against which progress will be measured.
The first review of progress will be undertaken mid 2010.

Timeline and priorities This Gender Equity in Education policy covers a period of ten years from 2005-2015.

Some changes can be implemented immediately; they include discriminatory practices that do not require the allocation of resources or professional development.

For example, girls who become pregnant while at school will no longer be expelled but allowed to remain at school to continue their education and allowed to return after the birth.
Other changes will be phased in over ten years (2005-2015).

These are changes that require significant attitudinal change, allocation and professional development.

Using a national consultation process, these changes have been prioritized (see Action Plan).

For example, to increase the number of girls taking non-traditional and technical subjects a national awareness raising programme will need to be implemented to develop and raise awareness amongst teachers, students, parents and communities.
Financial considerations The Ministry of Education has limited financial and human resources.

Therefore, in 2005 funding will be sought from a donor to assist with the implementation of all aspects of this policy.

15 Defining Terms Gender Gender refers to the socially and culturally constructed differences and relations between men and women that are learned, vary widely among societies and cultures, and change over time.

Sex Sex refers exclusively to biological differences between men and women.
Gender equality Gender equality between men and women, involves the concept that all human beings, both men and women, are free to develop their personal abilities and make choices without the limitations set by stereotypes, rigid sex roles and prejudices.

Gender equality means that the different behaviour, aspirations and needs of women and men are considered, valued and favoured equally.
It does not mean that women and men have to become the same, but that their rights, responsibilities and opportunities will not depend on whether they are born male or female.

Gender equity Gender equity means fairness of treatment for women and men, according to their respective needs.

This may include equal treatment, or treatment that is different but that is considered rights, benefits, obligations and in equivalent opportunities.
terms of Gender mainstreaming Gender mainstreaming is a strategy for making women’s and men’s concerns and experiences an integral dimension in the design, implementation, monitoring and evaluation of policies and programmes so that women and men benefit equally, and inequality is not perpetuated.

The ultimate goal is to achieve gender equality.


Gender analysis Gender analysis is a tool to identify the differences between women and men regarding their specific roles, activities, conditions, needs, access to and control over resources, and access to development benefits and decision-making.

It studies 16 the linkages of this and other factors in the larger social, economic, political and environmental context.

The Ministry of Education completed a gender analysis of the education sector in 2002.
Affirmative action Affirmative action is when programmes and actions are used to assist and support identified groups of people who are disadvantaged.

It does not mean that people of lesser ability are appointed to or selected for positions, or awards, or places on training programmes.

Merit still applies.

However, sometimes we need to examine how we understand and apply merit.

Merit if Merit applies when you select the best person for the position or scholarship etc.
However, sometimes how we view merit can be for discriminatory.

For example, scholarships is only on academic merit then those who have extensive life and work experience but may not necessarily have the highest scores, may not be considered for a scholarship.

Yet, tertiary institutions find that students who are both academically capable and have some life/work experience are frequently more successful in their studies that those who have high academic scores.
the selection criteria Gender Equity in Education Policy Logframe and Action Plan 2005-2015 17 Goal Verification Provide equal opportunities (EO) for everyone in education that are not determined by their gender.
Males and females participate equally in all aspects of learning and employment in education Means of verification Progress monitored every three years using MOE data Risks        Lack of policy and systems to implement the policy Change is not monitored and reported on and accurate data not gathered Both males and females not included in policy and programme development Lack of commitment to EO by educational personnel and the wider community Lack of funding to undertake the required and necessary tasks Lack of staff skills and expertise to implement EO Barriers to EO not recognised and addressed Objectives Verification 1.
Establish an effective gender equity implementation and monitoring system Gender Equity in Education Policy Gender Desk established Gender personnel appointed Gender equity handbook published 2.
Reduce girls drop/push out rate in Years 11, 12, 13 Schools discipline policies amended Means of Verification MOE Business Plan MOE Annual Report Gender equity in education policy document Gender equity handbook available School’s discipline policies MOE data Increase in retention rate Boarding facilities provided for girls 3.
Provide a safe learning environment for all students Training of principals and inspectors completed School harassment policies Principal’s, Inspector’s and Gender Desk Officers reports Harassment policies developed Safe learning environment provided 18 Risks  Gender Desk not established  Gender personnel not      appointed Lack of funding Lack of support and understanding from educational personnel and communities Accurate data not gathered and reported on Lack of boarding facilities for girls Lack of research on drop/push out  Lack of support and understanding from educational personnel  Lack of monitoring and recording harassment Objectives Verification 4.
Increase the number of females applying for and being awarded scholarships including post graduate scholarships 5.
Increase the number of females taking science mathematics and technical subjects Professional development on scholarships for School Guidance Teachers Scholarship awareness programmes completed in secondary schools Implementation of awareness programme for educational personnel and communities Means of Verification Principal’s reports Scholarships Office reports Principal’s reports MOE Annual Report MOE data 6.
Increase the number of female students in technical education Implementation of awareness programme for educational personnel and communities MOE Annual Report Principal’s reports Technical subjects to be available and offered to both males and females in secondary schools MOE data Pathways provided for students from formal to non formal systems through TVET TVET data 19 Risks  Lack of understanding of scholarships  Lack of accurate information and data on scholarships  Lack of support and understanding from educational personnel and communities  Lack of qualified teachers  Lack of support and understanding from educational personnel and communities  Accurate data not gathered and reported  Pathways not available Objectives Verification School Guidance Teachers in each secondary school Means of Verification Principal’s reports 7.
Provide career guidance and subject choice advice for both males and females that do not limit student’s employment/work options on the basis of their sex.

8.
Develop curricula that are gender inclusive Career guidance handbook developed Career guidance handbook published Career guidance training for pre- service secondary teachers VITE reports System for evaluating the career guidance handbook and programme developed System completed by MOE (Gender Desk Officers) Gender Desk reports CDU reports MOE Annual Report In-service training for School Guidance Teachers on the use of career guidance handbook Review of primary and secondary curricula for gender inclusion Provide PD for CDU and VITE, pre and in-service teachers staff on developing gender inclusive curricula Monitoring of gender inclusive curricula 20 Risks     School Guidance Teachers not appointed Career guidance handbook not developed Career guidance not included in VITE curriculum System for evaluating the career guidance handbook and programme not developed  Curriculum not reviewed and monitored  Lack of CDU staff expertise in developing and monitoring gender inclusive curriculum development  Teacher’s lack expertise in implementation of gender inclusive curriculum 21 Risks  Policy not developed  Accurate data not gathered and reported  Women not applying for Principal’s and senior positions  Selection criteria not monitored  Women do not apply for MOE positions  Women not encouraged to apply Objectives Verification 9.
Increase the number of female principals and females in other senior positions Development of Equal Employment Opportunity (EEO) in Education policy Means of Verification EEO in Education Policy developed Monitoring of the employment of female principals and females in other senior positions MOE data Monitoring of women’s employment in MOE MOE data 10.

Increase the number of females employed in the Ministry of Education administration, particularly in senior positions 11.
Increase women’s representation on committees including the TSC Teaching Service Act No 15 of 1983 amended to include women Teaching Service Act  Review, revision and amendments not made 12.

Recruit more women to train as secondary teachers VITE and principals consulted Awareness programme developed and implemented VITE and MOE data  Programme not developed  Women do not apply Objectives Verification 13.
Accurate tracking of the progress towards achieving gender equality in education Policy on the collection and reporting of sex disaggregated data developed, implemented and resourced Means of Verification Policy developed, implemented and resourced by MOE using donor funding MOE data Donor funding received Donor reports Monitoring data systems developed Monitoring data systems operating 22 Risks  Donor funding not received  Lack of education personnel skills in collecting and reporting sex disaggregated data  Policy not developed  Consistent and accurate systems not developed  Principals lack expertise Tasks Verification Means of Verification Responsibility Date 23 Objective 1: Gender Equity Systems     MOE establish Gender Desk Gender Desk Officers appointed Gender policy distributed Carry out training of education personnel in EO Seek donor funding to implement this policy Develop gender equity handbook   Gender Desk established Gender Officers appointed Gender policy available Training completed Project proposal received by donors Gender equity handbook developed MOE Business Plan MOE Annual Report Donor project proposal Donors acquittal report Gender equity handbook available Director General Gender Desk Officers 06/05 Objective 2: Reduce girl’s drop/push out  MOE to direct schools to stop the expulsion of pregnant girls and allow girls who have given birth to return to school  Develop and implement awareness programme to promote the value of girls continuing with their education including pregnant girls and girls who have given birth  Provide secondary schools with enough boarding facilities for girls Schools receive directive and pregnant girls continue with their education School’s discipline policy amended Awareness programme delivered Increase in retention of Year 11, 12 and 13 girls by 20% School’s discipline policies MOE, Principals, School Councils 12/05 MOE Annual Report MOE data Principals, School Guidance Teachers, School Councils 12/06 Boarding facilities provided MOE Annual Report MOE, Principals School Councils 12/10 24 Tasks Verification Means of Verification Responsibility Date Objective 2: Reduce girl’s drop /push out (cont)  Research the feasibility of establishing single sex senior secondary schools  Research the causal factors of girls high drop/push out rate at all levels Feasibility study completed Research report MOE Research completed Research report MOE 12/08 12/07 Objective 3: Safe learning environment  Develop a comprehensive harassment and safety policy covering students and staff in all schools Provide professional development on harassment for principals and inspectors Implement harassment policy in all schools Monitor progress of implementation    Policy developed MOE Annual Report Policy document MOE School Councils 12/07 Professional development of all school principals and inspectors completed Harassment policy implemented Progress monitored Principal’s annual reports MOE data MOE Annual Report MOE Principals Gender Desk Officers 12/08 12/10 12/12 Tasks Verification Objective 4: Scholarships  Provide guidance teachers with professional development on scholarships Carry out scholarship awareness in all secondary schools on an annual basis 50% of scholarship applications made by females.
50% of scholarships awarded to females and 50% awarded to males  25 Means of Verification SO Annual Report MOE Annual Report MOE data Responsibility Date SO, NEC 12/08 School Guidance Teachers SO 12/09 Objective 5: Science, maths and technical subjects  Develop and implement an awareness programme to promote the value of girls taking science mathematics and technical subjects 50% increase in the number of females taking maths, science and technical subjects Principal’s annual reports MOE Annual Report MOE, NEC School Guidance Teachers 12/2011 Tasks Verification 26 Means of Verification Responsibility Date VIT Annual Report Vanuatu Statistics Office Labour Market Survey MOE School Guidance Teachers Provincial Guidance Officers 12/2010 TVET Reports TVET, MOE 12/2012 50% increase in the number of females in technical education Increase in the number of males and females employed in non traditional areas of work Programme implemented Subjects available Principal’s annual reports MOE Annual Report Principals 12/2008 Pathways available TVET Reports MOE, NEC, TVET 12/2008 Objective 6: Technical education Develop and implement an  awareness programme to encourage girls to study technical education at the tertiary level    Develop and implement an awareness programme to encourage employers to employ males and females on merit in non traditional areas Make available all technical subjects to both males and females in secondary schools Provide pathways for students from formal to non formal systems through TVET 27 Tasks Verification Means of Verification Responsibility Date Objective 7: Career guidance  Develop a career guidance handbook that encourages both males and females to study and work in non stereotypical gender areas (including using the Girls Can do Anything book already completed)  Train all pre service teachers in career guidance and use of the handbook as a part of the required courses for all secondary pre-service teachers  Develop a system for evaluating the career guidance handbook and programme 
 Provide in-service training for School Guidance Teachers on the use of the handbook Handbook developed Handbook available Gender Desk Officers 12/2008 All secondary pre-service teachers trained in the use of the handbook Evaluation system developed Career guidance handbook and programme evaluated In-service training completed VITE Annual Report VITE 12/2011 MOE Annual Report Gender Desk Officers 12/2009 VITE Annual Report MOE Annual Report Gender Desk Officers, VITE, MOE 12/2010 28 Tasks Verification Means of Verification Responsibility Date Objective 8: Curriculum Review primary and secondary curricula for gender inclusion  Provide professional development for CDU and VITE staff on developing gender inclusive curricula  Provide in-service and pre-service training on the implementation of a gender inclusive curricula Implement gender inclusive curricula  Objective 9: Senior women  Develop an Equal Employment Opportunity (EEO) in Education policy Identify and professionally develop women for senior positions   Review and amend existing selection criteria for principal’s positions for gender equity  Change the title of leaders of primary and secondary schools to The Principal and include in all aspects of the work of the Ministry of Education Review completed Primary Secondary Gender inclusive primary school curricula developed Gender inclusive secondary school curricula developed Training completed Gender inclusive curricula implemented EEO in Education Policy developed 40% of primary principals and 20% of secondary principals are women Criteria reviewed and amended The terms, head teacher, headmistress and headmaster no longer in usage MOE Annual Report CDU Annual Report CDU CDU VITE Annual Report MOE Annual Report Principal’s Annual Report VITE CDU All teachers 12/2007 12/2008 12/2009 12/2010 12/2012 12/2014 EEO policy document MOE 12/2006 MOE Annual Report MOE data MOE, TSC 12/08 TSC selection criteria MOE, TSC 12/08 MOE Annual Report MOE 12/05 29 Tasks
 Verification Means of Verification Responsibility Date Objective 10: Females in Ministry of Education administration  Develop a recruitment drive to encourage women with relevant experience and qualifications to apply for positions in the Ministry of Education 50% increase in the number of women employed in the MOE MOE Annual Report MOE data Personnel Officer MOE 12/06 Objective 11: Teaching Service Commission  Change the Teaching Service Act No 15 of 1983 to allow for the appointment of at least two women and two men to the TSC, the fifth member to be either a man or a woman Review and revise the Teaching Service Act No 15 of 1983 so that the language used in the Act is gender inclusive and does not exclusively use the male pronouns as at present  Act changed and at least two women and two men to the TSC, the fifth member to be either a man or a woman Teaching Service Act Director General/ Minister of Education 12/2006 Act written in gender inclusive language Teaching Service Act MOE, State Law Office 12/2006 Objective 12: Female secondary teachers  Develop and implement an awareness programme to encourage females to apply for secondary teacher education A minimum of 50% of applicants for secondary teacher education are women VITE Annual Report MOE Annual Report VITE, MOE, School Guidance Teachers 12/2008 30 Tasks Verification Means of Verification Responsibility Date Objective 13: Data collection  Develop a policy that covers the collection and reporting of sex disaggregated data so progress can be accurately tracked  Seek donor funding for a TA with expertise in data collection and reporting to work with MOE Statisticians on developing consistent systems and processes for the collection of sex disaggregated data  Develop consistent systems of collecting and reporting sex disaggregated data  Provide professional development for principals on reporting sex disaggregated data to the MOE Policy developed Policy document MOE Annual Report Director of Policy
 and Planning, MOE 12/2006 Donor project proposal completed and submitted Donor funding obtained Director of Policy and Planning, MOE 12/2006 Systems developed Statisticians trained MOE Annual Report MOE Statisticians Professional development completed MOE Annual Report MOE, Gender Desk Officers, Statisticians 12/2007 12/2008 12/2009 31 Acronyms CDU CEDAW CRC EO EEO EEdO GD GDO MOE NEC PA PEO PGO SEO SO SGT TA TSC TVET VIT VITE Curriculum Development Unit Convention on the Eliminations of all forms of Discrimination Against Women Convention on the Rights of the Child Equal Opportunity Equal Employment Opportunity Equal Educational Opportunity Gender Desk Gender Desk Officer Ministry of Education National Education Commission Personal Assistant Provincial Education Officer Provincial Guidance Officer Senior Education Officer Scholarships Office School Guidance Teachers Technical Assistant Teaching Service Commission Technical Vocational Education and Training Vanuatu Institute of Technology Vanuatu Institute of Teacher Education