Women, Girls, Boys and men - HumanitarianInfo.org

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cccM I A s c g e n D e r h A n D b o o k rESourCES 1. The Camp Management Project (Danish Refugee Council, the International Rescue Committee, the Norwegian Refugee Council, OCHA’s Internal Displacement Unit and UNHCR). Camp Management Toolkit. Norwegian Refugee Council, 2004. http://www.flyktninghjelpen.no/?did=9072071 2. ICRC. Addressing the Needs of Women Affected by Armed Conflict. Geneva, March 2006. http://www.icrc.org/web/eng/siteeng0.nsf/html/p0840 3. The Sphere Project: Humanitarian Charter and Minimum Standards in Disaster Response. The Sphere Handbook: 2004 Revised Version. Geneva, 2004. http://www.sphereproject.org/content/view/27/84/lang,English/ 4. UNHCR. Practical Guide to the Systematic Use of Standards and Indicators in UNHCR Operations. Geneva, February 2006/ Second Edition. http://www.unhcr.org/statistics/STATISTICS/40eaa9804.pdf 5. UNHCR. Sexual and Gender-Based Violence against Refugees, Returnees and Internally Displaced Persons. Geneva, May 2003. http://www.unhcr.org/cgi-bin/texis/vtx/protect/opendoc.pdf?tbl=PROTECTION&id=3f696bcc4 6. UNHCR. UNHCR Handbook for the Protection of Women and Girls. Geneva, June 2006. http://ocha.unog.ch/ProCapOnline/docs/library/Handbook%20Protection%20of%20Women%20and%20Girls.pdf 7. UNHCR. UNHCR Handbook on Emergencies. Second Edition. Geneva, January 2000. http://www.the-ecentre.net/resources/e_library/doc/han_Em.pdf 8. UNHCR. The UNHCR Tool for Participatory Assessment in Operations. Geneva, May 2006. http://www.unhcr.org/publ/PUBL/450e963f2.html G e n d e R A n d C A m P C o o R d I n AT I o n A n d C A m P m A n A G e m e n T I n e m e R G e n C I e S
Crises have serious and different impacts on the lives of women, girls, boys and men. Educational needs change, and the ability of girls and boys to attend school changes. Male and female teachers have different experiences and priorities that need to be addressed. To ensure that all girls and boys benefit equally from education in emergencies it is critical to understand the social and gender dynamics that might affect or place constraints on them. The differing constraints facing girls and boys are apparent on both the supply and the demand side of education. Usually, girls are more disadvantaged. eDucAtIon Is A bAsIc humAn rIght For everyone • the right to education is protected by article 26 of the udhr, articles 13 and 14 of the iCesCr, articles 28 and 29 of the CrC, article 10 of CedaW and article 5(e) of iCerd. it entails the right to receive and choose an education in conformity with one’s convictions. • education is both a human right and an indispensable means of realizing other human rights. it has a vital role in empowering women and girls and can lift economically and socially marginalized adults and children out of poverty and provide them with the means to participate fully in their communities. for too long, those affected by humanitarian emergencies, especially girls and young women, have been deprived of education. • On the supply side, schools are often far away and not accessible to girls, especially disabled girls. Women and girls may only be able to travel very short distances without male companions. So even if there are allgirl schools, it may be too far them to attend. ? Have you read section A genDer AnD eDucAtIon In emergencIes Often schools are staffed exclusively by male teachers. Minimal or no sanitation facilities can result in low attendance and high dropout rates among adolescent girls who are menstruating. In some instances, being in school, or travelling to and from school, places girls at considerable risk of sexual violence, abuse and exploitation. These factors affect girls’ enrolment and attendance. Going to school may place boys at risk from different dangers, such as forced recruitment. • On the demand side, impoverished families may prioritize boys’ education and not have the money to pay for girls’ school fees, uniforms and other supplies. Also, families often rely on girls to do household chores, care for siblings and generate family income. Early marriage and pregnancy are additional barriers to girls taking up or continuing their schooling. Even where girls are enrolled in high numbers, dropout rates towards the end of primary school are usually high. In crisis situations, the right to gender-sensitive education is critical and should be fulfilled without discrimination of any kind. In emergency situations, providing educational facilities and opportunities contributes immensely to a range of short- and long-term issues of critical importance for girls and boys, including: • Provides safety: Educational facilities can provide a safe physical space for children and youth, sheltering them from violence, including — especially for girls — sexual and gender-based violence. • Promotes well-being and normalcy: Schooling helps to promote and sustain the physical, social and emotional well-being of all learners. Providing structure and stability is particularly important for children and youth who may be traumatized by displacement. Girls G e n d e R A n d e d u C AT I o n I n e m e R G e n C I e S EDucATiOn
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Women, Girls, Boys and men differen
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ForeworD When war breaks out or dis
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tAble oF contents Foreword ........
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Acronyms AIdS Acquired immune defic
Page 10 and 11: v Sect on B: Areas of Work This sec
Page 13 and 14: WHAT IS GEndEr? The term gender ref
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