Organization: VVOB Cambodia
Location: Phnom Penh, Cambodia
Exploring Gender Mainstreaming in Primary Education: A Cambodian Context
Gender and education has become a popular component to mainstream development discourse over the past decade. In such a short span of time, the focus, aims, implementation, and monitoring processes have shifted quickly. Drawing on fieldwork carried out in Cambodia from May-August 2016, this thesis provides an exploration of gender mainstreaming in the context of primary education. The aim of the research was to understand, through stakeholder perception, to what extent does Cambodian primary education policy address gender issues? Through qualitative research, utilizing observation and interviews of policy stakeholders, it examines themes of gender training, educational access, social attitudes, and favourable education conditions. In total, 40 participants shared their information to contribute to key findings. Guided by gender & feminist theory, this thesis suggests we are not ‘beyond parity’ in the gender mainstreaming debate, and that gender mainstreaming can have the tendency to call for immense social change from small institutions. This thesis also suggests a shift of focus towards adults, and the gendered repercussions that take place when their influence on youth is ignored. Influential topics of maternal health, domestic violence, involvement of men/boys, and lack of resources will be discussed.