Gender Task Team
The impact and experience of emergency situations is profoundly different for girls, women, boys and men. They face different threats and risks, and have different response and coping mechanisms for dealing with the effects of crisis. In such contexts, educational needs change and different barriers for boys and girls often emerge, with girls usually experiencing greater disadvantage. Understanding these dynamics and reflecting them in education policy and programming is critical to ensuring access to safe and quality education for all.
The Gender Task Team seeks to provide a forum for actors engaged in Gender and EiE to work collaboratively to raise awareness and understanding, promote visibility and advance action on gender-responsive EiE. The Task Team focuses on the production of practical resources, strengthened knowledge-sharing, evidence and advocacy, specifically:
Practice: Produce, disseminate and promote the use of practical gender resources for EiE practitioners and policy-makers
Collaboration: Promote collaborative action and knowledge-sharing across key actors working on gender, education and emergencies.
Evidence Building: Identify gaps and priorities for research on Gender and EiE to influence and promote the coordination of research initiatives across key EiE actors.
Advocacy: Advocate for greater attention and support for gender-responsive EiE amongst donors and humanitarian agencies.
The INEE Gender Task Team is open to anyone who is interested in gender and education issues in contexts of crisis and fragility. If you are interested in participating in this Task Team, please send an introductory email to the GTT email address (firstname.lastname@example.org) indicating your interest. If you are interested in this work but are not yet a member of INEE, please join us - www.inee.org/user/register.
In 2018-2019, the Gender Task Team led a revision process of the INEE Gender Pocket Guide originally published in 2010. The updated INEE Guidance Note on Gender captures the latest advances in the field, including updated resources and emerging promising practice, and is aligned with new tools and processes.
The Task Team is also in the process of developing a Research and Learning Agenda which aims to contribute to strengthening the body of knowledge on gender responsive EiE. The agenda expects to generate information that will equip key actors working on education in emergencies with evidence to inform the planning, design, implementation, monitoring and evaluation of policy and programmes from a gender perspective. The agenda sets forth priority research areas with the intention of promoting the coordination of research initiatives across actors engaged in EIE research, as well as to promote collaborative action and knowledge-sharing across key actors working on gender, education and emergencies.