This review examines the main threats to girls’ education in conflict-affected contexts and interventions that help reduce the barriers girls face during conflict. It complements existing literature on education in conflict-affected contexts by shining a spotlight on practices that have supported girls’ access to education or mitigated the multiple threats girls face in conflict settings.

This policy note contends that greater investment in girls’ education in conflict-affected contexts is urgently required as a critical component of achieving SDGs 4, 5 and 16.

The report presents a rigorous review that complements existing literature on education in conflict-affected contexts by investigating various barriers and threats girls encounter in accessing education, and by shining a spotlight on practices that have supported girls’ access to education in these contexts. 

The report’s key message is clear—interventions in water-related domains are important in and of themselves and for enhancing gender equality more broadly. The report discusses examples of initiatives that have had intended and unintended consequences for gender equality, and makes the important point that gender inequality does not always show up where we might expect. 

This mixed-methods cluster-randomized controlled trial examines the impact of a teacher-training program that aimed to promote positive gender socialization in the conflict-affected region of Karamoja, Uganda. The theory of change suggests that the education system and teachers can play critical roles in promoting positive gender roles and gender equality.

Over 2016, more than 600,000 people were newly displaced in Afghanistan; half of whom were boys and girls and a large number of them are out-of-school. Education must now be acknowledged as a humanitarian priority in Afghanistan that warrants a coordinated and well- resourced response.

These guidelines on developing gender-responsive education sector plans provide readers with the information and tools needed to take a fresh look at gender equality and why it matters in education.

Delivering humanitarian response that meets the needs of women, girls, boys and men remains a priority for all UN Agencies and their partners. This guidance provides a checklist of essential actions for ensuring equitable participation and fair distribution of humanitarian action at each stage of the Humanitarian Program Cycle (HPC).

This study aims to understand the role of digital technologies in realizing women’s rights, gender equality and women’s economic empowerment, particularly in developing and emerging countries. The focus is on complexities and contradictions but also motivators and enablers that shape women’s experiences in the field of ICT.

This Gender Guide illustrates the importance that UNRWA Education Programme places on gender equity and equality, as reflected throughout the UNRWA education reform of 2011-2016. It is developed to support the over 20,000 UNRWA Teachers and Education Staff in the five Fields of UNRWA’s operation in ensuring the gender-responsiveness of teaching in the classroom and of the overall culture and environment of schools.