Addressing gender based violence

Schools should be a safe haven for children, but in too many cases children are abused, beaten and humiliated while at school. For girls, this can be too common an experience. Safe learning environments are the least we can expect from schools -but how to achieve this?

UNGEI Briefing Paper: Addressing School-Related Gender-Based Violence is Critical for Safe Learning Environment 
Norwegian Refugee Council & Global Working group to End School-Related Gender-Based Violence 

Crises, conflict and displacement lead to heightened insecurities – physical, psychological, social and financial—for affected populations including refugees. The breakdown of family and community support systems and high levels of stress and trauma magnify pre-existing levels of violence and conflict within families and in schools. That there is a rise in sexual and gender-based violence in conflict situations is undisputed. Reports of gender-based violence emerge in the aftermath as systems for reporting and response get established as part of a humanitarian response. Yet data required to produce global estimates is limited.

Learn more here. Download the paper here.  


Invest in Girls’ Education

I have often written paragraphs decsribing the benefits of girls’ education -the new UNGEI infographic is a quick visual reminder of those benefits:

Infographic: Invest in Girls’ Education

UNGEI has created an infographic about the importance of investing in girls’ education.

To download the infographic, please click here.

Formative Evaluation of the UN Girls’ Education Initiative

Formative Evaluation of the UN Girls’ Education Initiative

Just returning from Tanzania and working on Inclusive Education – quite a shock to find parents celebrating that their daughter has failed the end of primary school exam -so she does not have to move on to secondary school (she gets married instead!). The father can then receive his cows (wealth) for her dowry. We still have a long way to go to improve the quality of education and an equitable system that supports girls achievements in all areas of the curriculum.

Worth reading the UNGEI report…

The evaluation, commissioned by the UNGEI Global Advisory Committee (GAC) in 2010, was conducted ten years after the anniversary of the establishment of UNGEI.  The purpose was to establish a baseline for the partnership and to document achievements and challenges in the three UNGEI outcome areas: policy and advocacy for girls’ education and gender equality; good practice identification and dissemination; and partnership establishment.

The full report is available here


East Asia and Pacific Regional UNGEI: Adolescents and Gender Equality in Education

From the INEE newsletter

East Asia and Pacific Regional UNGEI: Adolescents and Gender Equality in Education


This newsletter is dedicated to highlighting the challenges and solutions – faced by adolescent girls in particular – in the areas of gender equality in education, sex and reproductive health education, and education for those with learning disabilities.


The newsletter is available here.

Equity and Inclusion in Education – A Guide to Support Education Sector Plan Preparation, Revision, and Appraisal

From the new INEE newsletter comes this  new guide on the integration of equity and inclusion issues in education. It is well presented and very practical:

This guide is a joint product of the UN Girls’ Education Initiative, the UNAIDS Inter-Agency Task Team on Education, the Global Task Force on Child Labour and EFA, the EFA Flagship on the Right to Education for Persons with Disabilities, and the EFA FTI Secretariat. It was developed to support the integration of equity and inclusion issues in education sector plans while they are developed, revised or appraised. It promotes a more comprehensive and evidence-based approach to providing equitable education, which is at the heart of Education for All.  This guide is designed primarily for use by local education groups, specifically governments. It can also be used to foster dialogue and the planning process among other stakeholders, including civil society organizations (CSOs) and communities. The guide complements existing knowledge products from the Education for All Fast Track Initiative (EFA FTI) (annex 1) but focuses on disadvantaged children in society and their right to education.

For access to the full report click here.

Getting Girls into School: A Development Benefit for All

Author/Publisher: INEE
Language: English

Download: English

A disproportionate number of girls remain out of schools in many developing countries. Evidence shows there is a need for ‘gender-targeted’ programs. Such targeted programs may be financial incentives – which a number have studies have found to be effective – or female-friendly schools, for which the evidence base is weak.