@inproceedings{oai:jicari.repo.nii.ac.jp:00000955,
 author = {Yuki, Takako and Mizuno, Keiko and Ogawa, Keiichi and Sakai, Mihoko},
 book = {World Development Report 2012 Background Paper, World Development Report 2012 Background Paper},
 issue = {2},
 month = {Sep},
 note = {Despite remarkable progress supported by international commitment to meeting the
MDGs, countries such as Yemen still face great challenges in achieving gender parity in
education and in reducing in-country disparities. Strengthening community participatory
school management is a key area which JICA has prioritized in its programs for reaching
marginalized children and for improving access to and quality of education. One instance of this
is a technical cooperation project in Yemen called Broadening Regional Initiative for
Developing Girls’ Education (BRIDGE) Phase 1 (2005-2008), which piloted a participatory
school management model supported by school grants with the objective of eliminating gender
disparity in basic education. How successfully has this approach been in such a traditional
society? Our analyses of the performance of the project’s pilot schools based on
analyses of data collected at three points in time – at the initial year and end year of the
project and two years after the project’s end – suggests the following: Interventions in
school management that strongly emphasize girls can be effective in rather quickly
improving gender parity regardless of the schools’ initial conditions. However, we also
observe that the post-project performance of the pilot schools in terms of gender parity
is mixed, even though budgets for school grants were allocated by the local government
to all pilot schools. We further observe that such variation in performance appears to be
significantly correlated to school leaders’ perceptions of gender equality, to community
participation, and to the number of female teachers employed. These findings point to
the importance of continuous long-term guidance to the schools and monitoring of those
which implement school improvement programs. Attention should be paid to key factors
that might influence school performance, such as those identified in this paper.},
 pages = {1--19},
 publisher = {JICA Research Institute},
 title = {Promoting Gender Parity Lessons from Yemen: A JICA Technical Cooperation Project in Basic Education},
 year = {2011}
}