As emphasised by the Convention on the Elimination of All Forms of Discrimination against Women, promoting gender equality perspectives and elimination of any gender-stereotyped concept of the roles of men and women at all levels and in all forms of education is crucial to eliminate structural forms of gender discrimination rooted in prejudices and customary practices. This indicator is to assess if content on gender equality is integrated into the different levels of education and if non-stereotypical educational curricula are developed.
Human Rights Standards:
Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), Article 5(a), General Comment No. 35 (para.30.b.i) and General Comment No.36 (para. 27.b.d).
Specific references:
General Comment No. 35 of the CEDAW Committee (para. 30.b.i) recommends the 'Integration of content on gender equality into curricula at all levels of education, both public and private, from early childhood onwards and into education programmes with a human rights approach.’
General Comment No. 36 of the CEDAW Committee, para. 27: ‘the Committee recommends that States parties strengthen efforts and take proactive measures to eliminate gender stereotyping in education that perpetuates direct and indirect discrimination against girls and women by: (b) Developing and implementing policies and programmes, including awareness-raising and educational campaigns about the Convention, gender relations and gender equality, at all levels of schooling and among society at large, directed at modifying the social and cultural patterns of conduct of men and women, with a view to achieving the elimination of prejudices and customary practices, in line with article 5 (a) of the Convention ; (d) Revising and developing non-stereotypical educational curricula, textbooks and teaching materials to eliminate traditional gender stereotypes that reproduce and reinforce gender-based discrimination against girls and women and to promote more balanced, accurate, healthy and positive projections of the images and voices of women and girls’.
Areas of Focus:
Levels and Types of Education:
Marginalised Groups:
Types of Indicator:
Levels of disaggregation:
Level of Education, Urban/Rural, Region, Public/Private