Peppin Vaughan, Rosie;
Longlands, Helen;
(2022)
A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls' education.
Comparative Education
10.1080/03050068.2022.2145774.
(In press).
Preview |
Text
Peppin Vaughan and Longlands 2022 A technology of global governance or the path to gender equality Reflections on the role of indicators and targets for girls education.pdf - Published Version Download (1MB) | Preview |
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.
| Type: | Article |
|---|---|
| Title: | A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls' education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03050068.2022.2145774 |
| Publisher version: | https://doi.org/10.1080/03050068.2022.2145774 |
| Language: | English |
| Additional information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Gender; education; accountability; measurement; indicators |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10163196 |
Archive Staff Only
 |
View Item |
