This article examines the Fair Gender Equality Policy in Panama, focusing on the evaluation, measurement, and monitoring of this policy in the educational field. Using an analysis matrix from ECLAC, gender equality policies are evaluated in all phases of the public policy cycle, from problem identification to implementation and evaluation. This matrix also considers the capacity of policies to address socio-economic, legal, cultural injustices, and in the representation of rights. The study focuses on the Gender Parity Index (GPI) in educational government management, highlighting the importance of specific indicators adapted to the context and objectives of public policy. Indicators such as the workload of domestic and care duties, income, and political participation are analyzed, in line with the United Nations' Sustainable Development Goals (SDGs). Using data from the Population and Housing Census and other studies, the participation of women in work and education in Panama is examined. The longitudinal study, covering from 2001 to 2022, uses administrative records to analyze the GPI at different educational levels, observing a trend towards parity or female prevalence, especially in secondary and higher education.
