How data is being used to drive gender-inclusive reforms

Across the Association of Southeast Asian Nations (ASEAN) countries a quiet revolution is underway, with ministries increasingly using regional learning data to drive gender-inclusive policy decisions in all levels of education.

The Strengthening Leadership with Gender Equity, Diversity and Inclusivity (GEDI) in Higher Education Institutions in Southeast Asia programme, delivered by the British Council and SEAMEO RIHED, supports higher education institutions across the region in advancing more inclusive leadership and practices.

A key recommendation from the programme’s Phase I White Paper called for stronger gender data capacity and more consistent approaches to collecting and analysing data across Southeast Asia, noting the absence of a common framework for benchmarking progress.

In response, Phase II is developing a regional gender data resource covering all 11 Southeast Asian countries, alongside a GEDI glossary of key terms, to support policymakers and higher education institutions in making more informed, evidence-based decisions.

The process started in August 2024 at the 13th ASEAN Education Ministers Meeting in Thailand, when a Joint Declaration on the Common Space in Southeast Asian Higher Education was adopted. This ministerial statement marked a new milestone in efforts to build a regional space, bringing all Southeast Asian higher education systems closer together.

“At that event, they brought together the policymakers of 11 countries, including Timor Leste, and they [moved closer] to launching the common space in Southeast Asian higher education in terms of the concept,” Dr Romyen Kosaikanont, the former Director of SEAMEO RIHED, told University World News in an online discussion.
 

This article is published in partnership with the British Council. University World News is solely responsible for the editorial content.

While the British Council is playing a role as a neutral convener and policy enabler, the UK, through its flagship Strengthening Leadership with Gender Equity, Diversity and Inclusivity in Higher Education Institutions in Southeast Asia (GEDI project), has launched a groundbreaking initiative to strengthen inclusive leadership in higher education and address gender disparities across Southeast Asia.

Kosaikanont, who was until recently the director of SEAMEO RIHED, the Southeast Asian Ministers of Education Organization Regional Centre specialising in higher education and development, said that when the parties talk about a “common space”, it is at policy level.

“We are trying to find common ground and create a shared space for member countries to engage in policy dialogue about the issues they would like to work on together,” she explained.

“When we are creating the common space, what we mean is that we are identifying the issues that we have in common that we want to work together on. And we are trying to find the ecosystem (for collaboration).”

“Thus, the British Council does a lot of institution-to-institution partnerships, trying to catalyse change and to build partnerships between the UK and universities in the region,” said Leighton Ernsberger, the council’s director of education for East Asia, who joined Kosaikanont in the discussion with University World News.

“We are not working with universities and we are not intervening in each country. It's up to the ministry how they want to work on this,” Kosaikanont added.

White paper

The British Council and SEAMEO RIHED officially published a white paper in Phase I, titled Envisioning Gender Equity, Diversity, and Inclusivity (GEDI) for Southeast Asian Higher Education, in September 2023, as part of Phase 1 of the GEDI project.

Although the white paper provides a framework for the two organisations to work with national governments, Ernsberger says they also have a set of recommendations on “things that institutions can do, working together and working with the governance bodies”.

The white paper, which delves into the role of GEDI in higher education leadership in Southeast Asia, a region with a diverse cultural and political context, marks the inaugural attempt to address GEDI comprehensively in the Southeast Asian region.

The British Council and SEAMEO RIHED are currently developing a regional GEDI evidence base, including a comparative gender data resource covering all 11 Southeast Asian countries and a glossary of key GEDI terms, to support policymakers and higher education institutions in advancing more inclusive policies and practices.

To add to our current work with RIHED on the end of phase II: The British Council and SEAMEO RIHED are currently developing a regional GEDI evidence base, including a comparative gender data resource covering all 11 Southeast Asian countries and a glossary of key GEDI terms, to support policymakers and higher education institutions in advancing more inclusive policies and practices.

The progress made on gender equality in education across Southeast Asia reflects decades of investment and commitment. The challenge now is to build on these gains by ensuring that women are equally represented in leadership, research, and innovation. This will require continued investment in evidence, partnerships, and inclusive policies that create opportunities for learners at every stage of their educational journey.

The challenge now is to build on these gains by ensuring that women are equally represented in leadership, research, and innovation. This will require continued investment in evidence, partnerships, and inclusive policies that create opportunities for learners at every stage of their educational journey.

Data challenges

Kosaikanont says it is challenging to extract GEDI data from all the countries in the region. “Data does not come at the same time and the timeframes are not the same. So it is difficult to compare,” she added.

She noted that there is 20% female representation at the higher levels in the five universities in Singapore, and a large proportion of presidents in Myanmar universities are women. “University governance, appointment mechanisms, and the actual roles of institutional leaders in Myanmar diverge significantly from the autonomous, executive-driven models found in Singapore.”

In the second phase of this project, the British Council and SEAMEO RIHED are focused on having participants decide what kind of data should be collected and what kind of interpretation should be used. “Having high female representation in the system may not mean equality,” argued Kosaikanont.

“Female enrolment in Thai universities is relatively high, and in many disciplines, women may even outnumber men at the student level. However, representation at senior academic leadership levels does not always reflect this balance,” noted Dr Kamolrat Intaratat, director of the Research Center of Communication and Development Knowledge Management (CCDKM) at Sukhothai Thammathirat Open University, in an interview.

Intaratat, who has been a very active initiator and promoter of community involvement with universities, argued: “Opportunities for women to advance into leadership positions in Thailand’s higher education system are generally open and possible,” but advancement often depends on multiple factors, such as “individual passion, leadership capability, academic credentials, professional profile, institutional culture, and access to supportive networks”.

Barriers to advancement

She also adds that some barriers may still exist, “such as traditional perceptions of leadership, unequal access to influential networks, heavier family responsibilities, and the slower pace of career progression in academic systems”.

Intaratat, who sees herself as having been successful in reaching the middle management structure of universities, argued that professional advancement requires a combination of commitment, continuous learning, strong professional networks, and readiness to embrace new opportunities.

“For me, adaptability, interdisciplinary thinking, and a willingness to engage in innovation and collaboration have been particularly important in my professional journey,” she said.

The common space project and other collaborations between European and ASEAN universities are not really about “getting bums on seats”, argued Ernsberger. “What it means for their careers, how many women there are in unions and the students’ associations … These are issues we need to address.”

“Data is very important,” argued Kosaikanont. “It’s the basis for everything so that we understand or we can start discussing certain issues and interpretations. It is important not to make it the burden of the institution but try to help to make that data meaningful.”