MoEVT Strategic Plan for Gender Mainstreaming DRAFT JULY,2009

UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

MEDIUM TERM STRATEGIC PLAN FOR GENDER MAINSTREAMING

2010/11-2014/15

JULY, 2009

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

P.O.BOX 9121,

Dar-es-Salaam.

Table of Contents

List of tables / iii
Annexes / vi
Abbreviations / vii
Preface / viii
Executive Summary / ix
Vision, Mission and Goal / Xi
CHAPTER ONE - BACKGROUND AND CONTEXT
1.0
1.1 / Introduction
Principles underlying the MoEVT Strategic Plan for Gender / 1
1
1.2 / International conventions related to education and gender equality as basic rights / 2
1.3 / The Government of Tanzania’s Commitment to Education and Gender / 4
1.3.1 / GoT Commitment to Education / 4
1.3.2 / GoT Commitment to Gender Equality / 5
1.4 / Rationale for the MoEVT SPG / 6
1.5 / Basic Gender Concepts and How They Relate to Education / 7
1.6 / Principles Underlying the MoEVT Strategic Plan for Gender / 9
1.6.1 / Basic Education is a Human Right / 10
1.6.1 / Gender Issues are Human Rights Issues / 10
1.6.3 / Mainstreaming Gender Equality Protects Individuals’ Education Rights / 11
1.7 / Gender issues to be addressed by MoEVT SPG / 11
1.8 / Strategic Objectives of the MoEVT SPG / 12
CHAPTER TWO - PROGRESS TOWARDS GENDER EQUALITY IN EDUCATION; A SITUATIONAL ANALYSIS
2.1 / The Early Years: Girls’ Education Initiatives / 14
2.2 / Gender Gaps in Enrollment and Completion of Primary, Secondary and COBET / 15
2.3 / Gender, HIV/AIDS and Education / 18
2.4 / Readiness of MoEVT to Mainstream Gender / 18
2.4.1 / Strengths, Weaknesses, Opportunities and Challenges (SWOC) Analysis of MoEVT / 20
2.5 / Conclusion / 21
Chapter THREE - INSTITUTIONAL Arrangements
3.1 / Introduction / 22
3.2 / Institutional Framework / 22
3.2.1 / Responsibilities of the MoEVT Gender Focal Person / 22
3.2.2 / Functions of the Technical Gender Committee (TGC) / 23
3.3 / Implementation Arrangements / 24
3.3.1 / Linkages within MoEVT Organizational Structure / 24
3.3.2 / Other Linkages and Partnerships / 26
3.4 / Financial Mechanisms / 26
3.5 / Relationship of the SPG to other Education Sector Plans / 26
Chapter FOUR Monitoring, Evaluation and Research
4.1 / Introduction / 27
4.2 / Monitoring and Evaluation / 27
4.2.1 / Background / 27
4.2.2 / Monitoring and Evaluation in the MoEVT SPG / 28
4.3 / Research / 29
4.3.1 / Purpose of research / 29
4.3.2 / Priority Areas for Research / 29
CHAPTER FIVE - LOGICAL FRAMEWORK ANALYSIS
5.1 / Logical Framework Analysis / 31
Implementation Matrix. / 35

List of Tables

Page

Table1: NER by Sex and Gender Parity (GPI) 14

Table 2: Achievement at Primary Level 2006 and 2007 15

Table 3: Enrolment at Secondary Level 15

Table 4: Progress in Achievement at Secondary Level 16

Table 5: Number of COBET Learners by Sex 2007 17

Table 6: Number of ICBAE Learners by Type of Programme and Sex 2007 17

Table 7: Enrolment of Orphans Reported 2007 18

ANNEXES

Annex I / Budget analysis for moevt strategic plan for gender: IMPLEMENTATION MATRIX
Annex II / International AND NATIONAL COMMITMENTS TO access to education AND gender equality as basic human rights
Annex III / BasIc Gender Concepts and How They Relate to Education
Annex IV / PROGRESS TOWARDS GENDER EQUALITY IN EDUCATION IN TANZANIA; SITUATIONAL ANALYSIS
Annex V / Mainstreaming Gender in Education

Abbreviations

BDPFA / Beijing Declaration and Platform for Action
CCI / Cross-Cutting Issues
CCITWG / Cross-Cutting Issues Technical Working Group
CEDAW / Convention on the Elimination of All Forms of Discrimination Against Women
COBET / Complementary Basic Education in Tanzania
CRC / Convention on the Rights of the Child
EFA / Education for All
EMAC / Educational Material Approval Committee
EMIS / Education Management Information System
ESDP / Education Sector Development Programme
ESR / Education Sector Review
ETP / Education and Training Policy
FDC / Folk Development Colleges
GoT / Government of Tanzania
GFP / Gender Focal Person
HIV/AIDS / Human Immune- Virus/Acquired Immune-deficiency Syndrome
ICBAE / Integrated Community Based Adult Education
M&E / Monitoring and Evaluation
MDGS / Millennium Development Goals
MCDGC / Ministry of Community Development, Gender and Children
MKUKUTA / Mkakati wa Kukuza Uchumi na Kupunguza Umaskini Tanzania
MoEC / Ministry of Education and Culture
MoEVT / Ministry of Education and Vocational Training
NSGRP / National Strategy for Growth and Reduction of Poverty
NSGD / National Strategy for Gender Development
PEDP / Primary Education Development Plan
PRE / Policy, Research and EMIS
SADC / Southern African Development Community
SEDP / Secondary Education Development Plan
SPG / Strategic Plan for Gender
SWOC / Strengths Weaknesses Opportunities Challenges
TDV / Tanzania Development Vision - 2025
TGC / Technical Gender Committee
UN / United Nations
URT / United Republic of Tanzania
WGDP / Women and Gender Development Policy

Preface

Gender inequality is a challenge to the education system and socio-economic development at large. To this regard, the Medium Term Strategic Plan for Gender Mainstreaming (SPGM) in the Ministry of Education and Vocational Training (MoEVT) for the period of three years (2009/10 – 2011/2012) has been initiated. The SPGM briefly provides an overview on international conventions related to gender equality and how Tanzania Government is committed to their implementation.

The plan also considers financial and human resources and how they relate to other MoEVT plans. Five objectives have been elaborated with their corresponding strategies and targets. The key areas identified for gender mainstreaming are policies, management and administration, structure of education, Monitoring and Evaluation, linkages and networking with all education stakeholders.

In addressing these key areas, it is indispensable to utilize many other players in mainstreaming gender in the MoEVT operations and exploit the available resources effectively and efficiently to improve the gender equity and equality.

The plan for implementation of the objectives is presented in matrix form to elaborate the activities, target group, expected results, indicators, means of verification and budget.

The Education for All (EFA), Millennium Development Goals (MDGs), National Strategy for Gender Development (NSGD) 2005 and the National Strategy for Growth and Reduction of Poverty (NSGRP) 2005, articulates the need to include gender in all development initiatives.

The SPGM will enhance the implementation of incorporating gender into policies and programmes.

Hamis.O. Dihenga

PERMANENT SECRETARY

EXECUTIVE SUMMARY

The Ministry of Education and Vocational Training (MoEVT) Medium Term Strategic Plan for Gender Mainstreaming (SPGM)outlines the steps proposed to operationalize thecommitmentswhich will ensure that gender equalityissues are thoroughly mainstreamed in all areas of its mandate. The Plan demonstrates how this commitment is linked to national and international policies and conventions, builds on what has already been achieved by the Ministry and incorporate gender into policies, planning, and implementation.

Tanzania is a signatory to critical international conventions which address both education and gender equality and is committed to their implementation. In this regard SPGM is a response to these commitments.

Chapter oneIdentifies some of the international and regional conventions on education and gender where by Tanzania is a signatory. It also describes the efforts made by Tanzania through policies and programmes in implementing these commitments. Finally the objectives of the SPGM are identified in this chapter. These include:

Objective 1MoEVT policies and plans are gender responsive by 2015.

Objective2:MoEVT administration and management are gender responsive by 2015.

Objective3:MoEVT pre-primary, primary, secondary, teachers colleges, Vocational Education and Training and adult and Non-formal education curricula provide gender responsive pedagogy and andragogy by 2015.

Objective4:MoEVT monitoring, evaluation and research tools are gender Responsive by 2015.

Objective5:MoEVT link and networking with all education stake holders on Gender issues by 2015.

Chapter Two presents the situational analysis of gender equality in the Ministry. It begins by looking back to the earliest attempts which address girls’ education. It reviews more recent initiatives to address gender issues in education and presents comparative data which indicate that there has been progress towards gender parity in schools,although much remains to be accomplished. It also identifies the impact of the HIV&AIDS pandemic on gender issues in education. Finally, the chapter presents the results of SWOC analysis and reviewsMoEVT’s current statusin mainstreaming gender equality.

Chapter Three describes how the Government of Tanzania through the Ministry of Community Development Gender and Children (MCDGC) has mandated the establishment of a Gender Deskin all Ministries, Departments and Agencies (MDAs). The Gender Desk is located in the Department of Policy and Planning (DPP) to ensure Gender issues are strategically articulated in all aspects of Policy and Planning.

Chapter Four provides an overview ofMonitoring, Evaluation and Research in the context of the MoEVT SPGM. It involves keeping track of the implementation of the strategies developed in the MoEVT SPGM. It also means ensuring that lessons learned are integrated into new and revised plans and strategies.

The chapter highlights the mechanism for gender analysis into all Monitoring, Evaluation and Research to ensure indicators for effective gender mainstreaming and data collected are gender disaggregated.

Finally, the Logical Framework Analysis and the implementation matrix in Chapter Fiveprovide an overview of how the SPGM is to be implemented. It expands the objectives by identifying strategies, targets, indicators and responsible department and institute. An implementation matrix presents a more comprehensive view of how the SPGM will be operationalized.

The SPGM budget analysis, the international conventions and national policies and plans which inform the SPGM, definitions of some important gender concepts, a description of the mainstreaming process adopted by MoEC in 2004 and more comprehensive description of early, recent and current initiatives to promote gender equality within MoEVT, are found in the annex.

VISION

A gender-sensitive education system whose stakeholders have knowledge, skills and attitudes to promote gender equality so that all women and men, girls and boys have equal access to resources, benefits and opportunities for development.

MISSION

To provide gender responsive education environment to all stakeholders in order to ensure that gender equity and equality are promoted through all MoEVT policies, guidelines, strategies, programmes, practices and activities in order to ensure equal access to resources and opportunities for girls and boys, women and men to realize individual potential and contribute to socio-economic and political development.

GOAL

To enhance the capacity of MoEVT to achieve gender equality through gender equity in the education system and the society at large.

CHAPTER ONE

BACKGROUND AND CONTEXT

1.1Introduction

The Government of Tanzania has taken a number of steps to deal with gender disparities in various spheres under the coordination of the Ministry of Community Development, Gender and Children (MCDGC). One of the major steps in this undertaking is the establishment of the Gender Focal Points in Central and Local Government structures and institutions, including MoEVT. The main roles and responsibilities of the Gender Focal Point (GFP) are:

  1. To ensure that gender issues are mainstreamed in policies and plans;
  2. To coordinate and monitor gender related activities in MoEVT’s departments, institutes and units, including chairing the Gender Technical Committee;
  3. To liaise MoEVT with MCDGC and other stakeholders, including Development Partners and CSOs.

With regard to this, the MoEVT’s GFP designed the Medium Term Strategic Plan for Gender Mainstreaming (SPGM) of the Ministry of Education and Vocational Training (MoEVT) for the period of five years (2010/11 – 2014/15) in order to address the challenges of gender inequality in education. SPGM briefly provides an overview on international conventions related to gender equality and how Tanzania Government is committed to their implementation. This document also outlines the steps to operationalize the commitment to ensurethat gender equality issues are systematically mainstreamed by MoEVT in all areas of its mandate and presentsstrategies for gender mainstreaming,. The Plan demonstrates how this commitment is linked to national and international policies and conventions, builds on what has already been achieved by the Ministry and incorporates gender into policies, planning and implementation.

The initiative for developing the MoEVT Medium Term Strategic Plan for Gender Mainstreamingis a decision of the Cross-Cutting Issues Technical Working Group (CCITWG). The mandate of this group includes promoting the mainstreaming of gender as a cross-cutting issue across the Ministry. The CCITWG realized that in order to effectively achieve the goals of this mandate a systematic overall strategic plan is necessary.

Support for moving the initiative forward came from the requirement of the Government of Tanzania through the Ministry of Community Development, Gender and Children (MCDGC) to implement the components of the National Strategy for Gender Development (NSGD) related to education.

1.1Basic Gender Concepts and How They Relate to Education

To appreciate the central role of gender equality in all educational planning and programming an understanding of basic gender concepts is essential. Below is a list of key gender; concepts. However for more details refer Annex III.

‘Gender’ is a term that is widely used but all too often is understood to refer to ‘women’s issues’ rather than to the roles women and men play in society. It is important to make a clear distinction between ‘sex’ and ‘gender’.

  • Sex is biologically determined and depends on whether the person has male or female physical characteristics. Sex is universal and unchangeable.
  • Genderincludes the relative value and status accorded to women and men by the society in which they live. Gender identity of women and men is socially and culturally determined and is influenced by political, economic and religious factors. It can vary widely within and among cultures and can change over time. It refers to the roles and responsibilities of women and men that are defined by families, communities and societies. The learning of gender roles is rooted in early childhood socialization.

The concept of gender is vital in education because it provides a lens through which to observe and then analyze how the basic rights of women and men, girls and boys are being addressed and met.

  • Gender equality means that women and men have equal conditions for realizing their full human rights and for contributing to and benefiting from economic, social cultural and political development. It refers to the equal valuing by society of the similarities and differences of men and women and the roles they play.
  • Gender equity is the process or means for ensuring fairness so that conditions are in place to provide women and men with access to equality. It may mean putting in place measures to compensate for historical imbalances.

An example of this is the special provisions made to increase access to Teacher Education Colleges for female candidates. Also the introduction of community secondary schools provides more access to education for both girls and boys.

  • Gender analysis is a process used to assess the different roles, responsibilities and needs of women and men as well as the differences between women’s and men’s access to and control over resources, power and decision making, and the impact that these have on the lives of women and men. Gender analysis recognizes that the realities of the experiences of women and men, girls and boys are often different and that equal opportunity does not always mean equal results.

The challenge is to ensure that education addresses the needs of all learners and that its benefits or results are equitable for males and females of all ages.

1.2International Conventions Related to Education and Gender Equality as Basic Rights

Tanzania is a signatory to critical international conventions which address both education and gender equality and is committed to their implementation. These are briefly highlighted here under. A more comprehensive overview is included in Annex ii – v.

  • The Universal Declaration of Human Rights1948 states that “everyone is entitled to all the rights and freedoms set out in this declaration without distinction of any kind such as race, colour, sex” (Article 1). It also declares that everyone has the right to education which shall be free at least in its elementary and fundamental stages, and that elementary education shall be compulsory (Article 26).
  • The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) 1979 declares that “States shall take all appropriate measures to eliminate discrimination against women in order to ensure to them equal rights with men in the field of education…”(Article 10). It identifies particular areas of concern to education: equal access, including to vocational and continuing education programs eradicating illiteracy among women, developing non-discriminatory education and training and allocating sufficient resources.
  • TheWorld Declaration for Education for All (EFA) Jomtien 1990 is the world’s commitment to basic education as a human right. Article 3.3 points out that “The most urgent priority is to ensure access to and promote quality of education for girls and women and to remove every obstacle that hampers their active participation.”
  • Beijing Declaration and Platform for Action (BDPFA) 1995. Articles 69 – 88 of this document identify objectives and actions needed with regard to the education and training of women. These address a number of critical areas among which is equal access to education, including vocational training, science and technology and continuing education, literacy rates among women, resource allocation and other issues of concern.
  • TheSADC Declaration of Gender and Development 1999 highlights the requirement to enhance access to quality education by women and men and to remove gender stereotyping in the curriculum, career choices and professions.
  • The Dakar Framework of Action (2000) re-stated the importance of education as a fundamental human right and the key to sustainable development, peace and stability within and among countries. It recognized that ten years after the commitment made in Jomtien gender-based discrimination remained one of the major obstacles. It set as a target ensuring by 2015 that all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to and complete free and compulsory primary education of good quality. Its goals identify equitable access to appropriate education programs including pre-school and basic and continuing education for adults, eliminating gender disparities in primary and secondary education and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.
  • The Millennium Development Goals (MDGs)2000. The MDGs Declaration outlines the central concern of the global community, namely peace, security, development, environmental sustainability, human rights and democracy, and articulates a set of interconnected and mutually reinforcing goals for sustainable development. These MDGs are based on the major goals and targets agreed upon at the UN conferences of the 1990s which have been synthesized into a global agenda for development. Three of the eight MDGs, have a direct implications for education and gender:
  • Goal 2: Achieve universal primary education
  • Goal 3: promote gender equality and empower women
  • Goal 6: Combat HIV/AIDS, malaria and other diseases.

1.3The Government of Tanzania’s Commitment to Education and Gender