Since 1995, considerable expertise has built up in measuring aspects of gender inequality and , and in researching these in education, particularly formal schooling. Existing international national measures used for reporting on gender in formal schooling chart gender parity in enrolment, attendance, progression, and learning outcomes. Gender parity measures the of girls as a proportion of the number of boys. This measure generates some insights the distribution and use of resources, but it is narrow. However, gender parity as a technique tells us very little about the institutions which help reproduce gender within and beyond education. It also fails to give us a sense of the dimensions of gender , and the processes and investments in schooling which will develop, support and sustain . Thus it does not generate sufficiently multi-dimensional insights for policy makers and with regard to where gender inequalities and equalities are located in education and change in these processes can be evaluated and tracked using quantitative and qualitative and a range of strategies for measurement.
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Elaine Unterhalter (2015) studied this question.