Multiple pathways to gender-sensitive budget support in the education sector: Analysing the effectiveness of sex-disaggregated indicators in performance assessment frameworks and gender working groups in (education) budget support to Sub-Saharan Africa countries

摘要

In order to correct for the initial gender blindness of the Paris Declaration and related aid modalities as general and sector budget support, it has been proposed to integrate a gender dimension into budget support entry points. This paper studies the effectiveness of (joint) gender working groups and the integration of sex-disaggregated indicators and targets in performance assessment frameworks in the context of education sector budget support delivered to a sample of 17 Sub-Saharan African countries over the period 2005-10. Findings of the qualitative comparative analysis demonstrate that engendering these two budget support entry points contributed to high performance on increasing female enrolment.