Driver Category 3.2

Harmful social and cultural norms that affect access to education and learning

This covers social norms that given preference to boys’ education and the lack of support for girls to attend school (eg. domestic duties, early marriage, access to sanitary protection and protection from harassment and violence at school).

It also covers types of discrimination on the basis of identity in relation to education access and outcomes.

Guiding Questions

Discriminatory gender norms

• Is there evidence that social norms and cultural practices related to gender play a significant role in influencing inequalities in educational opportunities and outcomes?
• What are the reasons for girls to drop out of school?
• Is there evidence that forced or early marriage, or teenage pregnancy, affect the likelihood of girls continuing in education?
• Is accessibility and safety in relation to travelling to school a factor?
• Is information available on the attitude of parents towards their children accessing education?
• Are parents reluctant to invest in education for girls?
• What analysis exists in relation to differences in household responsibilities allocated to boys and girls?
• Is their responsibility for household chores affecting girls’ school attendance and educational achievements?
• What efforts are made to ensure schools are using an appropriate curriculum and that steps are taken to avoid upholding traditional norms of masculinity and femininity in the classroom?
• Are gender aspects appropriately dealt with in teacher training programmes?
• What is being done to tackle discriminatory attitudes and practices towards girls shown by teachers and children’s peers in the classroom and wider school environment?
• What policies and interventions are in place to prevent early marriage and teenage pregnancies?
• Is there a readmission policy to allow girls to resume studies after giving birth?
• Is the policy properly implemented?
• What support is given to enable teenage mothers to continue their education, whether in secondary schools or technical and vocational education?
• What is the government doing to shift mindsets and behaviours, and to challenge harmful cultural practices in relation to gender equality?
• What public information campaigns and public education and outreach activities are undertaken?
• What community-based activities are supported to engage communities’ and traditional leaders’ support for transforming traditional gender norms within the family and promoting girls’ education and empowerment?

Harmful social norms regarding disabilities

• What attitudinal barriers and prejudice do persons with disabilities face in your country?
• Are some disabilities more or less affected by traditional beliefs?
• Is there evidence that harmful beliefs regarding disability are influencing educational opportunities and outcomes?
• Is the right to inclusive education well established in national laws and are implementation measures in place?
• What effort is the government making at all levels of the education system to promote respect for disability rights and mainstream access to education for children and young people with disabilities?
• Are school facilities accessible to children with disabilities?
• Are appropriate teaching methods and specialised support services available for children with disabilities?
• What measures is the government taking to combat harmful beliefs and practices regarding disability stigma?
• Do public awareness campaigns exist to promote positive attitudes to persons with disabilities and promote recognition of their skills, merits and abilities?

Other harmful social norms

• What attitudinal barriers and prejudice do other children face in your country?
• Is there evidence that racial discrimination or prejudice against certain groups is influencing educational opportunities and outcomes?
• What is being done to tackle discriminatory attitudes and practices towards specific groups (e.g. children of immigrants, children from ethnic minority groups) shown by teachers and children’s peers in the classroom and wider school environment?
• What efforts is the government making to ensure the curriculum promotes the values of non-discrimination and tolerance in society?
• Does the curriculum and school system promote culturally sensitive learning and the most language-appropriate learning in the early years?

Indicators

Potential indicators to monitor the drivers of inequalities in this main driver category

• Teenage pregnancy and/or early marriage rates
• Number of recorded cases of gender-based violence in schools (nationally, per region)
• % of education budget spent on special measures to promote girls’ education
• Number of scholarships/grants for poor girls/boys for secondary and tertiary education
• Ratio of male/female teachers per level; ratio of male/female head teachers
• Number of teachers employed to provide specialised support to children with disabilities (nationally and per region; per level; and in public and private systems)
• % of education budget spent on inclusive education (at different levels)
• Amount of public spending on information campaigns regarding discriminatory and harmful social norms (gender, disability, racial discrimination, sexual orientation and gender identity)

To see related Candidate Policies in this main driver category please click here.