2014 年 11 月 1 日国際シンポジウム「サステイナビリティとジェンダー」@国連大学「ポスト2015年国際開発アジェンダとジェンダー課題」（ヒュンジュウ・ソン）

Contents

2014 International Symposium for Sustainability and Gender

1. From Millennium Development Goals toSustainable Development Goals

Issues and Challenges for Genderin the Post-2015

2. Gender in Education
3. Why Gender in Education Matter for SDGs

Hyunjoo Song, Ph.D
Korean Institute for Gender Equality Promotion and Education

4. Way Forward

1 November 2014
Tokyo, Japan© HYUNJOO SONG, PH.DInternational Goals on Gender

Issues and Challenges for Gender in the Post-2015

The World Has Been Committed toGender Equality by 2015…..

MDG 3
Promote genderequality andempowerment ofwomen

1. From MDGs to SDGs

EFA 5Achieve gender equality
in education

However…….
© HYUNJOO SONG, PH.D

Status of Women in the WorldIn spite of international goals for reducing poverty andgender equality & empowerment of women,
the status of women in the world show stern gender inequality.

Why MDGs Not Gender Sensitive….enough_MDG 3
Of the 780 million
illiterate population,
two thirds of them are
women and girls

Target 3. A: Eliminate gender disparity in primaryand secondary education, preferably by 2005,
and in all levels of education no later than 2015

 Gender parity refers to relative equality of the ratio or
numbers of women and men on a specific attribute orvariable.
 Gender parity does not necessarily lead to gender equality. In
other words, numbers does not guarantee quality.

 Therefore, increasing numbers can be a necessary condition,
but not a sufficient condition to enhance quality.
© HYUNJOO SONG, PH.D

Source: UNDP, 2011; World Bank, 2012

© HYUNJOO SONG, PH.D1

2014 年 11 月 1 日国際シンポジウム「サステイナビリティとジェンダー」@国連大学「ポスト2015年国際開発アジェンダとジェンダー課題」（ヒュンジュウ・ソン）

Why MDGs Not Gender Sensitive….enough_MDG 3

What Missed out in MDGs?
 No focus on human rights

Target is:− The lack of integration of human rights obligation in general Too narrowly defined− Invisibility of women’s land rights, sexual and reproductive rights, andViolence against Women, etc.

– Not covering completion rates, process, and results/outcome

 Indicators NOT reflecting nor based on the causes of problem

 Not universal– (MDG 2 & 3 on education) Not addressing the root causes of why gender gapsin education – especially why in particular girls often do not complete
different education level, i.e. care responsibilities, inadequate sanitation
facilities, fear of violence etc.

– Differences between developed countries and developing countries,
not adequately covered.

– (MDG 4, 5, and 6 on health/reproductive rights) Not addressing issues such as
son preference (which leads sex-selective abortions, female infanticide,
neglect of girl children), VAW etc.

 Not adequately measure empowerment– Lack of indicators to measure the degree of empowerment

 Lack of integration of unpaid work9 Numbers of women in parliament z the degree of empowerment– (MDG 1 on poverty & hunger) No reference to women’s unpaid work

– Women in rural areas not included in the equation of wageemployment– (MDG 7) Ignores rural women’s reliance on natural environment & resourcesin subsistence farming, fetching water and fire wood etc.

© HYUNJOO SONG, PH.D

© HYUNJOO SONG, PH.D

From MDGs to SDGs

 Poverty reduction

SDGs

 Paradigm shift from theprevious development model Poverty reduction +SUSTAINABILITY– From economic development
to social & human development

 Triple bottom line approach• Economic development(sufficient for well-being &needs of people, not forgreed)– Result based management

 Focus on Poor countries

 Measure output/inputs rather
than outcome/impacts
 Little attention to women’s
rights, equality & quality issues

Issues and Challenges for Gender in the Post-2015

Climate change, Disaster,Ecosystem, Environment
Biodiversity, threats to humansecurity, etc….

MDGs

Source: Gender Goals, Target and Indicators for SD, Kristan Lanz, 2013

• Environmental sustainability& Ecosystem

SHIFT© HYUNJOO SONG, PH.D

2. Gender in Education- Now & the Post-2015 -• Social inclusion (+ equitable) All countries
Source: Post-2015: How to Reconcile the MDGS and SDGs, GermanDevelopment Institute, 2012; From MDGs to SDGs, Jeffrey Sachs, 2012

© HYUNJOO SONG, PH.D

Education For All (EFA)

Education for Sustainable Development (ESD) EFA goals (2001-2015) has 6 goals:⋇ Expanding early childhood care and education

 ESD emphasizes:⋈ Providing free and compulsory primary education for all– a holistic, integrated and interdisciplinary approach todevelop the knowledge and skills for a sustainable
futures and;⋉ Promoting learning and skills for young people and adults⋊ Increasing adult literacy by 50 percent⋋ Achieving gender parity in primary and secondary education by 2005
and gender equality in education by 2015

– transformative orientation and education forempowerment & change agent, in order to promotechanges in values, behaviors, and lifestyles, necessary
for the sustainable and equitable future (UNSCO)⋌ Enhancing educational quality

 Primarily focus access to formal education more than processand outcomes Focus on basic education & literacy in poor countries
 Focuses on gender parity rather than gender equality© HYUNJOO SONG, PH.D

© HYUNJOO SONG, PH.D2

2014 年 11 月 1 日国際シンポジウム「サステイナビリティとジェンダー」@国連大学「ポスト2015年国際開発アジェンダとジェンダー課題」（ヒュンジュウ・ソン）

Education for Sustainable Development (ESD)2015 World Education Forum (Proposed) UN Decade for ESD (2005-2014) has no specific goals but
suggests what SD is, and how we can make it happen
through education:

 Overarching goal
Ensure equitable and inclusive quality education and lifelong learning forall by 2030

⋇ Fostering peace Proposed targets (outcome targets)⋈ Fighting against global warming⋇Early childhood care and education (ECCE)⋉ Reducing North/South inequalities and fighting against poverty⋈Completion of free and compulsory basic education⋉Youth and adult literacy⋊ Fighting against the marginalized of women and girls⋊knowledge and skills for decent work and life

⋋ Sustainable development means having a different vision⋋Global citizenship education and ESD

 Little attention to gender and poverty issues
 Seen as an issue of the rich/developed countries; challenges
for poor & developing countries to participate in ESD though.
© HYUNJOO SONG, PH.D

 However, there is no stand alone goal for gender, eventhough the target 1,2,3,& 4 include words ‘with particularattention gender equality and the most marginalized’.

Source: The DESD at a glance UNESCO, 2005

© HYUNJOO SONG, PH.D

Sustainable Development Goals (proposed)

Issues and Challenges for Gender in the Post-2015

 A set of Sustainable Development Goals (17 goals & 169targets) proposed by the Open Working Group (July2014), covering a broad range of sustainable
development issues, including ending poverty andhunger, improving health and education, combatingclimate change.
 SDG 5 Attain gender equality, empower women andgirls everywhere

3. Why Gender in Education Matters
for SD in the Post-2015 World?

 The proposed goals to be discussed and adopted at UN
General Assembly in September 2015

© HYUNJOO SONG, PH.D

© HYUNJOO SONG, PH.D

Education Should Be a Priority for SDGs

Gender equality in education is Not a Side Issues, because…

 Education, especially ESD, should be a core priority, as…

 SDG 1 Poverty Reduction
 Feminization of Poverty– It enables a shift towards more sustainable behaviors.

 Education prevents the transmission of poverty between generations.

– It promotes effective mitigation and adaptation strategies forenvironmental crises.

 SDG 2 Nutrition Improvement– It supports learners in understanding the value of preserving culturaland biological diversity.

 Women’s education improves children’s nutrition.

 SDG 3 Health Gains Development with sustainable behaviors and understanding
can provide the knowledge, skills and perspectives needed toaddress current and future social and economic challenges
within the global constraints of climate change, andenvironmental degradation.

 Women’s education saves millions of children’s lives, as educatedmothers tend to ensure their children vaccinated.

 Educated women more likely to give birth with the help of a midwife
or other skilled birth attendant, and help themselves survive.
 Educated women likely to exercise control over their sexual
relationships and reproductive health rights, and less likely to get STD,
HIV/AIDS.

 And yet, problems in women/girls’ rights to education (access,process & results) still remain …

© HYUNJOO SONG, PH.D

© HYUNJOO SONG, PH.D

3Source: Final Compilation of Amendments To Goals and Targets, UN, 2014;
Sustainable Development Post-2015 Begins With Education, UNESCO, 2014

2014 年 11 月 1 日国際シンポジウム「サステイナビリティとジェンダー」@国連大学「ポスト2015年国際開発アジェンダとジェンダー課題」（ヒュンジュウ・ソン）

Gender equality in education is Not a Side Issues, because…

Gender equality in education is Not a Side Issues, because…
 SDG 6 & 7 Water and Energy Sustainability

 SDG 5 Gender Equality and Empowerment

 Eliminating an open defecation improves hygiene and prevents women fromVAW.

 Women’s education helps avert child marriage.

 Education helps women have an equal access to and make an efficient use ofresources.

9 Around 2.9 million girls are married by the age of 15 in sub-Saharan Africa andSouth and West Asia, equivalent to one in eight girls in each region. If all girls had
secondary education in these two regions, child marriage would fall by 64%, fromalmost 2.9 million to just over one million.

 SDG 8 & 9 Economic Growth Education helps women have a more decent work and reduce agender pay gap.

 Education helps women have a voice.

 SDG 11, 12, 13, 14, & 15 Environmental Protection & Resilience Education becomes a passport for women to enter the labor force.

 Education helps women participate in decision-making processes ofenvironmental concerns including climate change, biodiversity anddeforestation, so on.

 Education gives women more bargaining power in the household (e.g.,
choice of family size).

 SDG 16 Peaceful, Just and Inclusive Societies
 Education is a key mechanism promoting to tolerance to diversity(including gender).
Source: Final Compilation of Amendments To Goals and Targets, UN, 2014;
Sustainable Development Post-2015 Begins With Education, UNESCO, 2014

© HYUNJOO SONG, PH.D

Source: Final Compilation of Amendments To Goals and Targets, UN, 2014;
Sustainable Development Post-2015 Begins With Education, UNESCO, 2014

© HYUNJOO SONG, PH.D

Three Approaches Needed for ESD and Gender

Issues and Challenges for Gender in the Post-2015

Transformative
approach

4. Way Forward- Implication & Suggestionsfor Sustainable and Equitable Future -Rights-based
approachParticipatory
approach© HYUNJOO SONG, PH.D

© HYUNJOO SONG, PH.D

Gender Factors in 5 Priority Areas of ESD-GAP

Gender Factors in 5 Priority Areas of ESD-GAP

Priority Areas
Policy support

Whole institution
approachesEducator© HYUNJOO SONG, PH.D

GAP Contents

Suggested Gender Factors

Integrate ESD into
international and nationalpolicies• Provide gender trainings forpolicy makers with GIA, GRB,
sex-disaggregated data &gender audit, etc.

Promote whole institution
approaches to ESD at alllevels and in all settings• Provide gender trainings fororganizations• Promote participation ofwomen at decision makinglevels• Get gender mainstreamed intoorganizations

Priority AreasYouth• Provide gender trainings tochange their stereotypicalStrengthen the capacity ofattitudes and behaviors
educators, trainers and other• Increase the number of femalechange agents to becometeachers
learning facilitators for ESD• Introduce gender responsive
curricula/programs

Local community

Source: Proposal for a Global Action Programme on ESD, UNESCO,2013;
The Suggested Gender Elements in Five Proiroty Areas of ESD-GAP, 2014

© HYUNJOO SONG, PH.D

4GAP Contents

Suggested Gender Factors

Support youth in their roleas change agents for SD
through ESD• Provide gender responsive
textbooks/materials &curricula/programs• Build young women’s capacity
to initiate and participate intransformative action forsustainable society

Accelerate the search for SD
solutions at the local level
through ESD• Make visible women’s work(especially unpaid care anddomestic work)• Make visible discriminatory
practices and social structures
against women• Make women’s voice heard in
ESD projects/programs andreflect their voices andexperiences on the projects/programs

Source: Proposal for a Global Action Programme on ESD, UNESCO,2013;
The Suggested Gender Elements in Five Proiroty Areas of ESD-GAP, 2014

2014 年 11 月 1 日国際シンポジウム「サステイナビリティとジェンダー」@国連大学「ポスト2015年国際開発アジェンダとジェンダー課題」（ヒュンジュウ・ソン）

Way Forward

Way Forward Common important gender factors in ESD-GAP

 To make such gender factors in ESD-GAP ‘feasible’ inthe Post-2015, shall we….

– Provide gender trainings for policy makers, educators,teachers, youth and women to be ‘an agent of change’ forsustainable societies– Make a platform for gender researchers and experts toproduce, exchange, and share knowledge and information
for ESD?

– Promote women’s participation both in organizations andlocal communities– Undertake research works on gender issues in ESD tocontribute to evidence-based policy making and to develop
locally contextualized ESD programs?

– Make women’s experiences visible and make women’svoices heard both in organizations and local communities– Collaborate between academics, practitioners, ESD
stakeholders, and policy makers for advocacy of gender
being a strong priority for sustainable development?

– Scale-up local/community based good practices ofsustainable development (by women) so as to bereflected and integrated in policies at municipal, nationaland international levels

Any more suggestions?
© HYUNJOO SONG, PH.D

© HYUNJOO SONG, PH.D

What are you doing forgender equality today?

THANK YOU

Q&A

Hyunjoo Song, Ph.D.
hyunjoos519@hanmail.net
hyunjoos519@yahoo.co.kr© HYUNJOO SONG, PH.D

5