Recurso Marqueur de genre et d’age de l’IASC Cela s’appelle un «marqueur» car à la fin du remplissage du questionnaire, vous recevrez un «code». Le code fournit une indication de la cohérence de votre stratégie ou programme en ce qui concerne les différents groupes de sexe et d’âge identifiés pour l’assistance.
Recurso IASC Gender with Age Marker The IASC Gender with Age Marker (GAM) helps users to design and implement inclusive programs that respond to gender, age, and disability-related differences.
Recurso Gender-responsive Education in the Context of COVID19: Framework and Progressive Standards for South Asia Based on a child-centered, cross-sectoral framework, this document sets forth evidence-informed progressive standards to support gender-responsive actions that address the unique needs of girls and boys at risk of not engaging in education, training or employment.
Blog Move girls’ education out of the line of fire! Education can uplift communities and help build just, equal, inclusive and peaceful societies. Yet over 130 million girls worldwide were out of school before the pandemic, and 11 million girls may not return to school this year due to the health crisis, putting them at risk of adolescent pregnancy, early and forced marriage, and violence.
Recurso Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya This report explores the solutions adopted by the Girls Education Challenge Transitions (GEC-T) team in Kenya in response to Covid-19 related school closures, particularly focusing on the role of community health volunteers (CHVs) in supporting continuity of learning for vulnerable girls
Blog Children’s Voices at the Centre: Lessons from World Vision’s child participation models Inviting young people to the conversation benefits all of us. Yet all too often, we presume that adults can do a better job of making decisions for children.
Blog Back-to-school, but not back to normal: Lessons from Aga Khan's field programs With support from the Government of Canada, Aga Khan Foundation Canada (AKFC) and our partners have spent the past five months planning and implementing a COVID-19 response plan geared towards helping children in Uganda, Tanzania, and Kenya continue learning at home during school closures.
Recurso TEAM Girl Malawi Learning Paper: Reaching the most marganalised during COVID-19 Transformational Empowerment for Marginalised Adolescent Girls in Malawi (TEAM Girl Malawi) aims to significantly improve learning and life chances for the most marginalised young people.
Blog Stories: Why governments need to provide education during and after conflicts and/or disasters - Malawi This story from the Forum for African Women Educationalists was collected as part of INEE's 20th Anniversary commemoration to highlight how education in the midst of crisis and upheaval has made a difference for our members and those they work with (learners, youth, teachers, caregivers, etc.).