Gender equity in supranational agendas. Educational evidence gained from comparative readings

Abstract

INTRODUCTION. This article analyzes how, based on the discourse on educational policy established around gender-based literature and terms such as ‘gender capacity building’ and ‘gender equity’, as well as the consolidation of mainstreaming policies, interesting discoveries are made, through Comparative Education,in this area of study and research, with a revealing state of the supranational issue. METHOD. The focus on contemporary educational systems indeed legitimizes the results of the global policy of benchmarking when the role of supranational organizations and their impacts on the policy of outsourcing are analyzed from a socio-critical perspective and the adoption of increasingly homogeneous standards. RESULTS. The main idea is to analyze the policy of gender connected to two of these organizations -the UNESCO and the World Bank- in order to revise their most distinctive indicators. DISCUSSION. All of this will finally enable reflection on the established rhetoric of the two different positions adopted by these organizations (Gender and Development-GAD and Women in Development-WID), as well as taking into account the findings from these indicators that break down this dichotomy, on the one hand, but also renders more complex the overall picture, on the other hand.However, they also point out the differences of responsibility both organizations are continuing to resolve.