Resource Good Practices on Gender and GBV Risk Mitigation Integration across the Humanitarian Programme Cycle phases by Education Clusters - Democratic Republic of Congo The Democratic Republic of Congo (DRC) example shows how the Education Cluster leveraged OCHA’s strategic commitment to cross-cutting issues to increase Gender / GBV risk mitigation measures integration and enhance Education in Emergencies (EiE) response monitoring.
Resource Good Practices on Gender & Gender-Based Violence Risk Mitigation Integration by Education Clusters This learning brief provides tips on how to capitalize on enabling factors, bridge gaps, overcome challenges and adapt good practices to other contexts in collaboration with Gender and GBV experts.
Event EiE Events around International Women's Day 2024 In celebration, many INEE partners have planned events to advocate for increased awareness of gender inequality in education and to promote gender-responsive education. UTC
Resource Left Further Behind after the COVID-19 School Closures: Survey Evidence on Rohingya Refugees and Host Communities in Bangladesh Gudrun Østby et al. assess the differential effects COVID-19-related school closures had for refugee and host community boys and girls in Bangladesh. They find that the closures were especially detrimental to teenage refugee girls’ ability to resume their schooling after the pandemic.
Resource Field Note: A Capabilities Response to the Design and Delivery of Distance Learning for the Most Educationally Marginalized Children during COVID-19 Kate Sykes outlines the TEAM Girl Malawi model for providing inclusive distance education to students living in extreme poverty, students with disabilities, and girls who are at risk of early marriage. It includes paper-based delivery, resilience and SEL skills, and in-person support from teachers.
Resource Accelerate with Care: Towards Gender-Responsive Accelerated Secondary Education The JRS and the SEWG, with support from INEE’s AEWG, worked together on a report to examine the relevance and appropriateness of SAEPs, the factors that enable and challenge the potential of SAEPs in supporting progress through and completion of secondary education, and the extent to which SAEPs are gender-responsive. This webinar presented the findings and recommendations of the report in five parts.
Resource Accelerate with Care: Towards Gender-Responsive Secondary Accelerated Education This report examines the relevance and appropriateness of SAEPs, which are currently available at the lower secondary level, and the extent to which these programmes can respond to the needs of overage learners who are likely to be in later stages of adolescence and youth, and whose socio-economic statuses pose greater challenges for accessing and continuing education.
Blog FAWE's gender-responsive school model: Gender equality and girls' success in Burundi, Democratic Republic of Congo, Senegal and Mali FAWE, LARTES and Fondation Paul Gérin-Lajoie explore the effectiveness of FAWE's gender-responsive school model in Burundi, the Democratic Republic of Congo (DRC), Mali and Senegal.
Blog Le modèle des écoles sensibles au genre du FAWE : l’égalité des genres et le succès des filles au Burundi, République Démocratique du Congo, Sénégal et Mali FAWE, LARTES et la Fondation Paul Gérin-Lajoie explorent l'efficacité du modèle scolaire sensible au genre du FAWE au Burundi, en République démocratique du Congo (RDC), au Mali et au Sénégal.
Resource Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience This year’s research explores the relationship between climate change and girls’ education: what are the direct and indirect impacts of climate change on girls accessing school and completing their education? How do these impacts intersect with existing gendered barriers to education? And how is their education supporting girl to respond and adapt to climate change in their communities?