Women, Girls, Boys and men - HumanitarianInfo.org

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EDucATiOn I A s c g e n D e r h A n D b o o k CHECklIST For ASSESSInG GEndEr EquAlITy ProGrAmmInG In THE EduCATIon SECTor Educators should review the list below and select the items relevant to your context to develop measurable indicators. For further reference, the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction provide a broader set of indicators. eDucAtIon — genDer checklIst Community participation 1. number of women and men involved in community education committees on a regular basis. 2. number of women and men involved in community education plans. 3. number and type of gender-specific issues in education plans. 4. percentage of girls involved in child/youth participation activities. 5. number of community members provided with gender training. Analysis 1. percentage of relevant and available sex- and age-disaggregated data collected. 2. number and type of references to gender-specific issues in assessment planning, tools design and data analysis. 3. number of women, girls, boys and men consulted in assessment, monitoring and evaluation processes. Access and learning environment 1. net enrolment ratio of girls and boys. 2. sex-disaggregated enrolment rates by grade level. 3. sex-disaggregated school attendance rates. 4. sex- and grade level-disaggregated dropout rates. 5. number of reported incidents of sexual abuse and exploitation. 6. existence of a “safe school” policy with clear implementation actions. Teaching and learning 1. percentage of teachers who demonstrate attempts to create girl-friendly classroom environments and use teaching strategies to engage girls. 2. number of gender-specific lessons and topics in the school curriculum. 3. sex-disaggregated achievement measures (e.g. exam results). 4. percentage of teachers (women/men) involved in in-service training. 5. number of women/men involved in pre-service teacher programmes. 6. percentage of teachers (women/men) provided with gender training. Teachers and other education personnel 1. number of male and female teachers, head teachers, teacher trainers/supervisors and other educational personnel (disaggregated by ethnic/caste groups). 2. percentage of women teachers who feel safe and respected in school and in the community and are fully involved in education decision-making. 4. percentage of teachers (women/men) trained on and have signed a code of conduct. education policy and coordination 1. number and type of references to gender-specific issues in coordination meetings. 2. number and type of references to gender-specific issues in coordination statements/agreements. 3. development of materials that address/challenge gender stereotypes and reflect new realities in society. 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
ESourCES I A s c g e n D e r h A n D b o o k 1. Mugisha, Catherine Howgego. Gender Imbalance in Secondary Schools. Forced Migration Review 22. January 2005. http://www.fmreview.org/FMRpdfs/FMR22/FMR2216.pdf 2. Inter-Agency Network for Education in Emergencies (INEE). www.ineesite.org 3. INEE. Good Practice Guide: Towards gender equality/girls and women’s education. http://www.ineesite.org/page.asp?pid=1149 4. INEE. Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. December 2004. http://www.ineesite.org/standards/MSEE_report.pdf 5. International Institute for Educational Planning — UNESCO. The Guidebook for Planning Education in Emergencies and Reconstruction (Chapter 6: Gender). 2006. http://www.unesco.org/iiep/eng/focus/emergency/guidebook.htm 6. Kirk, Jackie. Advocacy Brief: Education in Emergencies: The Gender Implications. UNESCO, Bangkok, 2006. http://www2.unescobkk.org/elib/publications/092/ 7. Kirk, Jackie. Teachers Creating Change: Working for Girls’ Education and Gender Equity in South Sudan. Equals, Beyond Access: Gender, Education and Development. November/December 2004. http://k1.ioe.ac.uk/schools/efps/GenderEducDev/IOE%20EQUALS%20NO.9.pdf 8. Kirk, Jackie. Promoting a Gender-Just Peace: the Roles of Women Teachers in Peace Building and Reconstruction. Gender and Development. November 2004. http://www.oxfam.org.uk/what_we_do/resources/downloads/gender_peacebuilding_and_reconstruction_kirk.pdf 9. Sinclair, Margaret. Planning Education In and After Emergencies. 2002. Available for purchase from http://www.unesco.org/iiep/eng/publications/pubs.htm 10. Women’s Commission for Refugee Women and Children. Don’t Forget Us: The Education and Gender-Based Violence Protection Needs of Adolescent Girls from Darfur in Chad. July 2005. http://www.womenscommission.org/pdf/Td_ed2.pdf 11. Women’s Commission for Refugee Women and Children. Right to Education during Displacement. A resource for organizations working with refugees and internally displaced persons. New York, 2006. http://www.womenscommission.org/pdf/right_to_ed.pdf 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
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v Sect on B: Areas of Work This sec
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WHAT IS GEndEr? The term gender ref
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