Abstract:
This paper explores understandings of gender equality and education and the
nature of global goal and target setting, drawing on empirical data collected in
central and local government departments in Kenya and South Africa reflecting
on their implementation of Millennium Development Goal (MDG) 1, concerned
with poverty, MDG 2, concerned with education, and MDG 3, concerned with
gender equality. The study raises questions about the ownership of the MDGs
and the reasons for the kinds of changes in meaning about gender and rights
made by differently situated officials.