[편집] The Role of Education System for Girls Women's Career in …cidc.kwdi.re.kr/upload/board/20121224163509_8850.pdf · 2018. 10. 24. · Welcoming Remarks Gwang-Jo Kim (Director,

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10:00~10:30 Registration

10:30~11:10 Opening Ceremony

Opening Remarks Keum-Sook Choe (President, KWDI)

Welcoming Remarks Gwang-Jo Kim (Director, UNESCO Bangkok)

Congratulatory Remarks Khim, Cham Roeun

(Secretary of State, Ministry of Women’s Affairs, Cambodia)

Utak Chung

(Assistant Secretary-General, Korean National Commission for

UNESCO)

11:10~11:30 Session Ⅰ : Keynote Speech

UNESCO BKK’s Activities to Improve Women’s Education in Asia-Pacific Region

Gwang-Jo Kim (Director, UNESCO Bangkok)

11:30~12:30 Session Ⅱ : Country Case Presentation

Moderator: Eun Kyung Kim (Head of International Development & Cooperation Team, KWDI)

Case Study 1 : Cambodia

Presentation on the Situation/Challenges and the Government’s Endeavors for

Girls and Women’s Education in Cambodia

The, Chhun Hak (Deputy Director General, Ministry of Women’s Affairs, Cambodia)

Case Study 2 : Thailand


Women and Girls Education in Thailand

Saipan Sripongpankul

(Educator, Office of the Basic Education Commission, Ministry of Education, Thailand)

Case Study 3 : Indonesia


Women and Girls Education in Indonesia

Ministry of Women’s Empowerment & Child Protection, Indonesia

12:30~14:00 Luncheon

Program

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14:00~15:20 Session Ⅲ : KWDI-UNESCO BKK Collaborative Project

Presentation

Presentation on 2013 KWDI-UNESCO BKK Joint Research Plan

Ramya Vivekanandan (Programme Specialist, Education and Reform Unit, UNESCO BKK)

Panel DiscussionSung Jung Park (Head of Research Department for Equality & HRD Policy, KWDI)

Seon Mee Shin (Head of Center for Human Resources Policy, KWDI)


Saipan Sripongpankul (Educator, Office of the Basic Education Commission, Ministry of Education, Thailand)


15:20~15:40 Q & A

- iii -

10:00~10:30 등 록

10:30~11:10 개 회 식

개 회 사 최금숙 (한국여성정책연구원장)

환 영 사 김광조 (유네스코 방콕사무소장)

축 사 Khim, Cham Roeun (캄보디아 여성부 차관)

정우탁 (유네스코 한국위원회 정책사업 본부장)

11:10~11:30 세션 Ⅰ : 기조강연

여아/여성 교육 관련 유네스코 방콕 사무소의 활동 소개

김광조 (유네스코 방콕사무소장)

11:30~12:30 세션 Ⅱ : 국가사례 발표

사회: 김은경 (한국여성정책연구원 국제개발협력팀장)

국가사례 1: 캄보디아

캄보디아 여아/여성의 교육현황 및 관련 정책

The, Chhun Hak (캄보디아 여성부 양성평등 및 경제역량강화 부국장)

국가사례 2 : 태국

태국 여아/여성의 교육현황 및 관련 정책

Saipan Sripongpankul (태국 교육부 기초교육위원회 사무국)

국가사례 3 : 인도네시아

인도네시아 여아/여성의 교육현황 및 관련 정책

인도네시아 여성부 관계자

12:30~14:00 오 찬

프로그램

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14:00~15:20 세션 Ⅲ : KWDI-UNESCO BKK 협력사업

발 표

2013년도 한국여성정책연구원-유네스코 방콕사무소 협력연구에 대한 소개

Ramya Vivekanandan (유네스코 방콕사무소 교육프로그램 전문가)

전문가 토론박성정 (한국여성정책연구원 평등․인력정책연구실장)

신선미 (한국여성정책연구원 여성일자리⋅인재센터장)

The, Chhun Hak (캄보디아 여성부 양성평등 및 경제적 역량강화 부국장)

Saipan Sripongpankul (태국 교육부 기초교육위원회 사무국 교육자)

인도네시아 여성부 관계자

15:20~15:40 질의응답

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Contents

Session Ⅰ : Keynote Speech ····································································· 1

UNESCO BKK’s Activities to Improve Women’s Education in Asia-Pacific Region

Gwang-Jo Kim (Director, UNESCO Bangkok)

Session Ⅱ : Country Case Presentation ················································· 27

▣ Case Study 1 : Cambodia / 29


Girls and Women’s Education in Cambodia


▣ Case Study 2 : Thailand / 37


Women and Girls Education in Thailand

Saipan Sripongpankul (Educator, Office of the Basic Education Commission,

Ministry of Education, Thailand)

▣ Case Study 3 : Indonesia / 61


Women and Girls Education in Indonesia


Session Ⅲ : KWDI-UNESCO BKK Collaborative Project ····················· 65

Presentation on 2013 KWDI-UNESCO BKK Joint Research Plan

Ramya Vivekanandan (Programme Specialist, Education and Reform Unit, UNESCO BKK)

UNESCO BKK’s Activities to Improve

Women’s Education in Asia-Pacific Region

❙ Gwang-Jo Kim (Director, UNESCO Bangkok)

Session Ⅰ : Keynote Speech

UNESCO BKK’s Activities to Improve Women’s Education in Asia-Pacific Region 3

4 The Role of Education System for Girls/Women's Career in Asia-Pacific Region























▣ Case Study 1 : Cambodia

▣ Case Study 2 : Thailand

▣ Case Study 3 : Indonesia

Session Ⅱ : Country Case Presentation

Presentation on the Situation/Challenges

and the Government’s Endeavors

for Girls and Women’s Education in Cambodia

❙ The, Chhun Hak (Deputy Director General, Ministry of Women’s Affairs, Cambodia)

Case Study 1 : Cambodia

Presentation on the Situation/Challenges and the Government’s Endeavors for Girls and Women’s Education in Cambodia 31

NATIONAL POLICIES AND PROGRAMS:

Kingdom of Cambodia provides equal rights for men and women in accessing education at all

levels, as stipulated in article 65 of the constitution, which states that “The state shall protect and

upgrade citizens’ rights to a quality education at all levels and shall take necessary steps for quality

education to reach all citizens.” Men and women have the same rights to choose their occupation

and professional subjects for education. To ensure this right is achieved, the Royal Government of

Cambodia has taken all measures possible to promote education from kindergarten to tertiary levels,

and to provide vocational training in all fields.

The Rectangular Strategy of the Royal Government of Cambodia for Growth, Employment,

Equity and Efficiency, Phase II, recognizes that “Women are the backbone of the economy and so-

ciety”. The government continues to implement policies and make provisions for increasing the en-

rollment of girls in formal education through increased scholarships, dormitories, ensuring safety for

girls and increase the number of female teachers.

The National Strategic Development Plan and the Cambodia Millennium Development Goals

(CMDGs) highlight the government’s commitment to reduce gender disparities in all development

sectors and the need to put in place effective measures to remove barriers that women face, and in-

crease opportunities for women to fully participate and benefit from development. In addition, the

third goal of the CMDGs focuses on promotion of gender equality and the empowerment of women

through reducing gender gaps in education at all levels, increasing women’s participation in govern-

ment and ensuring equal wages between men and women.

National Plan Education for All, 2003-2015, ensure that by 2015 all children, particularly girls,

in difficulty circumstance and ethnic minorities, have access to and complete free and compulsory

primary education of good quality; and eliminate gender disparities in primary and secondary

education. The Ministry of Education, Youth and Sports (MoEYS) of Cambodia has established

policies and plans which aim to mainstream a gender perspective in formal and non-formal

education.

Five Year Strategic Plan 2009-2013 “Neary Rattanak III” – Strategic Area 2 on Education of

Women and Girl aims to increase participation of girls in formal education at all levels, promotion

of literacy and skills development programs for women with the following targets:

1. Responsible parenting and public awareness promoted of the importance of education, espe-

cially for girls

2. Community pre-schools and parenting education program expanded


3. Culture of non-violence and reduction of discrimination against women promoted in all sec-

tions of the community

4. Informal education and life skills development for women and girls who dropped out of

school

5. Attention paid to factors enabling and supporting the participation and retention of girls in the

formal education system

PROGRESS:

Cambodia has been recognized for its achievement in putting a strong base for gender

mainstreaming. In education, gender disparity has been eliminated in the primary and lower secon-

dary education. Remarkably, with the focus on training and deploying female teachers, the female

ratio at the primary level reached 47.61% in 2009/2010. However, fewer girls than boys continue

on to the higher education. While more girls than boys completed primary school (87.97 percent vs.

84.67 percent), less than half of girls finished grade nine compared to 52.89 percent of boys (1).

2009 Cambodia Socio Economic Survey shows that 40% of working age women have received lit-

tle or no education (compared to 17.4% men)

Level of Education Total Amount % of Female Student

Primary 2,191,222 47.61%

Lower secondary 560,361 48.22%

Upper secondary 334,734 47.92%

Higher

- Associate degree 200,719 31.49%

- Bachelor degree 171,264 40.95%

- Master degree 120,887 18.08%

- Doctoral degree 981 5.6%

www.moeys.gov.kh, 2010

Pre-school education: The early childhood education program plays a key role in improving the

quality of education at an early age. In the previous school year, the number of children aged three

to five who received education from early childhood education program was 130,454, including


65,789 girls (50.43 percent). Early childhood education has also been improved in line with the ear-

ly childhood education policy.

Primary education: RGC has implemented a special education program for children with dis-

abilities and a scholarship program for poor pupils (with targets of 60 percent for female pupils and

40 percent for male pupils and ethnic minority children). Female scholarship recipients go on to at-

tend upper secondary schools. All schools have implemented the Child-Friendly School Program,

which consists of six components, of which the gender component reflects the development of gen-

der equality and equity in the education sector. This is based on the Child-Friendly School Policy,

the Inclusive Education Program and the Children Counselling Program, and campaigns to mobilise

children to attend school and on the importance of girls’ education. The enrolment rate of ethnic

minority children increased by 24.48 percent; the girls’ enrolment rate increased by 23.43 percent;

and there were 1,100 disabled students, including 449 female students, studying in different educa-

tion programs at primary schools in eight provinces.

Female staff in primary education increased from 37.69 percent in the 2004/05 school year to

39.58 percent in the 2007/08 school year.

Secondary education: In the 2007/08 school year, there were a total of 1,006 lower secondary

schools covering 1,621 communes increasing from 578 schools in 2004/05. The total number of

students in lower secondary schools was 560,361 of whom 48.22 percent were female in the

2009/2010 school year, compared to only 230,048 female students (43.49 percent) in the 2004/05

school year.

The dropout rate for female students deceased from 23.50 percent in 2004/05 to 22.3 percent in

2007/08. In the 2007/08 school year, the number of female students who passed exams in lower

secondary schools was 55,580, an increase from the 37,710 (41.67 percent) who passed in the

2004/05 school year. With regard to scholarships, 60 percent were provided to female students and

40 percent to male students from poor families. In the 2007/08 school year, the total number of

students in upper secondary schools was 260,965, of whom 106,782 (40.91 percent) were female,

compared to only 66,324 (37.54%)

Challenges and the way ahead:

Despite good progress there are still a number of challenges as I have just outlined. The CMDG

3 and some gender goals within other CMDGs such as numbers of girls in higher education, im-


proving rates of literacy, female share of wage employment are considered under the category

"need attention".

The gap in primary school enrollment is narrowing but widens in secondary and higher education

levels. Girls drop out of all levels of education to a higher degree than boys do particularly in rural

area. A majority of out of school children are girls. The number of female graduates of all levels

of education is smaller than that of boys.

•We need to expand access to upper secondary and higher education, particularly for poor girls.

Expand targeted scholarship programs in upper secondary and higher education and dormito-

ries for girls.

According to the survey, Cambodia Gender Assessment in 2008, 45% of Women in Cambodia

believe that it’s better to educate a son than a daughter. Parents have justified their decision with

the lower returns for educating their daughters, particularly in rural areas and they believe that

girl’s education is not always worth the investment compared the boy’s education.

• If we want to promote the value of girl’s education, we need to shift the role models from

stay-at-home mothers to successful professional women.

•We need to encourage a better work-life balance and thus the development of a family strat-

egy that would include measures designed to better reconcile employment, education and fam-

ily life.

Poverty significantly impacts on school enrollment and educational attainment particularly for

girls. Although enrollment is relatively equal across income groups at the primary school level,

there are significant disparities at the secondary school level, and girls’ enrollment is lower across

all income groups and school levels, particularly for rural areas. As families tend to invest less in

girls’ education, the supporting fee and other purposes thus disproportionably impacts on girls. Girls

are also expected to help with household and child care or work in family income generating activ-

ities at an earlier age, freeing up their mothers for increased economic activity.

•We need to address attitudes related to the value of girls’ education. Expanding public aware-

ness arising is needed on the importance of girls’ education. Explore strategies for expanding

discussion of this issue at the community level to support attitude change. Engage teachers

and school administrators in encouraging and enabling enrollment and retention of girls in

schools.

•We need to expand access to employment and livelihood opportunities for girls. The experi-

ence in other countries shows that more parents will send their daughters to school if they an-

ticipate a higher return through access to paid work.


REFERENCES:

Constitution of the Kingdom of Cambodia, 1999

The Rectangular Strategy of the Royal Government of Cambodia for Growth, Employment, Equity and Efficiency, Phase II

Ministry of Women’s Affairs, A Fair Share For Women – Cambodia Gender Assessment, 2008

Ministry of Women’s Affairs, Five-Year Strategic Plan 2009-2-13 – Neary Rattanak III

Royal Government of Cambodia, 2010, Fourth and Fifth National Report on Implementation of the International Convention on the Elimination of All Forms of Discrimination Against Women in Cambodia

Ministry of Planning, 2009, The National Strategic Development Plan 2009-2013

Ministry of Planning of Cambodia, 2000, Cambodia Millennium Development Goals (CMDGs) 2000-2015

Ministry of Education, Youth and Sports of Cambodia, 2003, National Plan Education for All, 2003-2015

Ministry of Education, Youth and Sports of Cambodia, 2008, Education Statistics and Indicators 2007/08

Cambodia National Council for Women: www.cncw.gov.kh

Ministry of Women’s Affairs of Cambodia: www.mwa.gov.kh

Ministry of Education, Youth and Sports of Cambodia: www.moeys.gov.kh, 2010



for Women and Girls Education in Thailand

❙ Saipan Sripongpankul(Educator, Office of the Basic Education Commission,

Ministry of Education, Thailand)

Case Study 2 : Thailand

Presentation on the Situation/Challenges and the Government’s Endeavors for Women and Girls Education in Thailand 39























for Women and Girls Education in Indonesia

❙ Ministry of Women’s Empowerment & Child Protection,

Indonesia

Case Study 3 : Indonesia

Presentation on the Situation/Challenges and the Government’s Endeavors for Women and Girls Education in Indonesia 63


Presentation on 2013 KWDI-UNESCO BKK

Joint Research Plan

❙ Ramya Vivekanandan (Programme Specialist, Education and Reform Unit,

UNESCO BKK)

Session Ⅲ : KWDI-UNESCO BKK Collaborative Project

Presentation on 2013 KWDI-UNESCO BKK Joint Research Plan 67











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[편집] The Role of Education System for Girls Women's Career in …cidc.kwdi.re.kr/upload/board/20121224163509_8850.pdf · 2018. 10. 24. · Welcoming Remarks Gwang-Jo Kim (Director,