A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Comparative Education Pub Date : 2022-11-26 DOI:10.1080/03050068.2022.2145774

R. Vaughan, H. Longlands

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引用次数: 2

Abstract

ABSTRACT Since 2000, girls’ education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of ‘performance-based’ approaches to accountability in education, and potential counterproductive effects of this for social justice and equality. However, few studies have explored how this trend plays out in practice within international organisations, particularly in relation to the heightened focus on girls’ education. This paper explores the implications of the increasing reliance on quantitative measures for policy actors and draws on a set of interviews with key stakeholders working in organisations concerned with gender and education to explore their divergent understandings of accountability processes. The paper concludes by reflecting on the prospects for a transformative approach to measuring gender equality and girls’ education.

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是全球治理的技术，还是通往性别平等的道路?对女童教育指标和目标作用的思考

2000年以来，女童教育日益成为国际发展政策关注的焦点。与此同时，在国家和国际教育政策中出现了更多地生产和依赖定量数据、指标和目标的趋势。学者们对“基于绩效”的教育问责方法的兴起以及这种方法对社会公正和平等的潜在反效果表示担忧。然而，很少有研究探讨这种趋势在国际组织的实践中是如何发挥作用的，特别是在高度关注女孩教育的情况下。本文探讨了越来越依赖定量措施对政策行为者的影响，并借鉴了对在关注性别和教育的组织中工作的主要利益相关者的一系列访谈，以探讨他们对问责制过程的不同理解。最后，该文件反思了衡量性别平等和女童教育的变革方法的前景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Comparative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.40

自引率

21.20%

发文量

期刊介绍： This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.