Gender sensitive education policy and practice: The case of Jamaica

Formal public education in Jamaica is offered to the 4 to 18+ age cohort through early childhood or pre-primary, primary, secondary and tertiary level institutions. At the early childhood level enrolment favours males. Primary education is offered in 3 types of schools and, overall, enrolment at this level also favours males (51.1%). Secondary education is offered in 5 types of schools and, at this level, overall there is a slight gender gap faouring females. Compared with the secondary level, enrolment for both sexes declines dramatically at the tertiary level but, overwhelmingly, favours females (67.3%). At the highest level of the education system where policy and decisions that govern the system are determined, there is an approximate 1.5:1 female to male ratio and females are, therefore, well represented in decision-making structures of the system. In the general teaching force there is approximately a 3.3:1 female/male ratio. In spite of the fact that proportionately, females are more highly qualified than males, as a percentage of their group, males are more highly represented in principal positions than are females. The Mission Statement of the MOEY&C speaks to the need to ‘provide quality education for all persons’ and one of the strategic objectives makes reference to ‘securing teaching and learning opportunities that will optimize access, equity and relevance throughout the education system’. In relation to gender, an explicit concern is expressed in relation to apparent male disadvantage in the system. Data, related to both quantitative and qualitative dimensions of the educational experience at all levels, however, point to clear gender differentials that affect both sexes and which need to be addressed through precise, evidence-based policy positions.