6 Gender
53. The Department acknowledged to us the unsatisfactory
nature of the indicators used to reflect DFID's progress towards
the promotion of gender equality.[107]
DFID witnesses told us that the Department's gender analysts
have become more heavily engaged in the PRSP process, describing
it as "an area where we are concerned that gender tends to
become rather invisible."[108]
We would like to see evidence of the steps DFID is taking to
develop a broader analytical approach to the power relations between
men and women across all sectors of their work. In future reports
we would also like to see more detailed information on the nature
and operation of gender budgets and how they can assist in analysis
of the gender impacts of public expenditure. As with SRH, we are
concerned that the diffusion of responsibility associated with
mainstreaming gender equality should not result in its invisibility.
54. Primary education has positive development effects,
as recognised by the MDGs and DFID's corresponding PSA targets.
DFID sees the promotion of universal primary education for both
girls and boys as a key strategy to reduce high levels of illiteracy
in the developing world. The Department however has identified
several difficulties with fast-tracking all women through to secondary,
further and higher education.[109]
We feel that such fast-tracking would constitute an important
strategy to support attempts to improve the ratio of women in
senior positions in developing countries. Despite the difficulties
involved we support the proposal that the new 'scoping' team established
within DFID's Policy Division should examine the Department's
strategy for engagement in post-primary education and training,
including the achievement of gender equity in higher education.
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108
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109
Ev 59-60 Back
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