Ressources
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[Synthesis Report] Climate Change and Girls' Education: Barriers, Gender Norms and Pathways to Resilience Année de publication: 2023 Auteur institutionnel: Plan International This research explores the relationship between climate change and girls' education: what are the direct and indirect impacts of climate change on girls' access to school and completion of their education? How do these impacts intersect with existing gender barriers to education? And how does your education help girls respond and adapt to climate change in their communities? A synthesis report and summary are also available, along with the technical report for more details on the conclusions and the research itself. [Rapport de synthèse] Changement climatique et éducation des filles: entraves, normes sexistes et chemins vers la resilience Année de publication: 2023 Auteur institutionnel: Plan International This research explores the relationship between climate change and girls' education: what are the direct and indirect impacts of climate change on girls' access to school and completion of their education? How do these impacts intersect with existing gender barriers to education? And how does your education help girls respond and adapt to climate change in their communities? A synthesis report and summary are also available, along with the technical report for more details on the conclusions and the research itself. [Informe de síntesis] Cambio climático y educación de las niñas: barreras, normas de género, y rutas hacia la resiliencia Année de publication: 2023 Auteur institutionnel: Plan International Esta investigación explora la relación entre el cambio climático y la educación de las niñas: ¿cuáles son los impactos directos e indirectos del cambio climático sobre el acceso de las niñas a la escuela y la finalización de su educación? ¿Cómo se cruzan estos impactos con las barreras de género existentes a la educación? ¿Y cómo ayuda su educación a las niñas a responder y adaptarse al cambio climático en sus comunidades? Se incluye un informe de síntesis y un resumen, junto con el informe técnico para más detalles sobre las conclusiones y la propia investigación. 
At a club for teenage girls in Sierre Leone, 18-year-old Mbalu leads by example Année de publication: 2014 Auteur: Nerina Penzhorn Teenage pregnancy is one of the most pervasive social problems in Sierra Leone today - more than one third of all pregnancies involve teenage girls. UNICEF, in collaboration with the NGO BRAC, is tackling this complex issue through a simple idea -- providing a place where teenage girls enjoy hanging out while they have training in life skills, gain valuable knowledge and access mentoring from peers. Mbalu Bumbuya, 18, a mentor at one such club for adolescent girls called 'the Wharf Club', is changing lives with her passion to teach and motivate her peers. "I tell them how to protect themselves so that they can excel in life," she says. "And I encourage them not to drop out of school." The club has also helped Mbalu stay focused on her education. 
Educating the next generation of a Madagascar family Année de publication: 2015 Auteur institutionnel: United Nations Children's Fund (UNICEF) One million. That’s how many children are out of school in Madagascar. However, Lantonirina, 11, is focused on finishing school and dreams of becoming a teacher: "I don't plan to marry very early because I want to continue my studies.” Lantonirina’s mother and sister were both married as adolescents and had to leave school so she is determined to break the cycle. 
A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials Année de publication: 2015 Auteur institutionnel: RTI International | United States Agency for International Development (USAID) The purpose of this guide is to provide guidance on how to represent members of all subgroups of a society in teaching and learning materials in equitable and non-stereotypical ways. Reviewers can use the strategies proposed in this guide to evaluate existing teaching and learning materials across primary and secondary levels. Authors or developers can employ the strategies to inform the development of new materials. This guide is organized according to themes that emerged from the review of relevant literature. Each theme reflects a particular type of bias that should be considered when evaluating or developing teaching and learning materials. 
Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies Année de publication: 2021 Auteur institutionnel: United Nations Children's Fund (UNICEF) Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies presents an empirical overview of what works to support learning outcomes for girls in emergencies. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings. Girls are also struggling to learn.This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls’ education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID‑19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn.The overarching aim is that this evidence be used to inform programming in crises and support diverse stakeholders in mitigating the impact of emergencies on girls’ education. 
G7 Global Objectives On Girls’ Education: Baseline Report Année de publication: 2022 Auteur institutionnel: United Nations Girls' Education Initiative (UNGEI) This publication serves as a baseline report to accompany efforts of the G7 Accountability Working Group to monitor progress towards the two global objectives. It presents evidence on low- and lower-middle-income countries’ progress in achieving the two global objectives and what remains to be done.It is important to stress that the two G7 global objectives on girls’ education are measures of gender parity, which are necessary but not sufficient as measures of gender equality. Assessing progress towards the latter requires information, which tends not to be available systematically enough to allow a comparative perspective. However, this report provides insights to remaining challenges. 
Evaluation of UNESCO's Programme Interventions on Girls' and Women's Education Année de publication: 2017 Auteur: Michael Reynolds, Martina Rathner, Estelle Loiseau Auteur institutionnel: UNESCO Internal Oversight Service (IOS) Since 2008, Gender Equality has been one of two global priorities for UNESCO. In May 2011, UNESCO launched the Global Partnership for Girls’ and Women’s Education, also known as “Better Life, Better Future”, which aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest obstacles to their education. To further advance the global priority of Gender Equality, since 2015 a dedicated Section of Education for Inclusion and Gender Equality specifically addresses the gender dimensions in education that contribute to differential access, participation, completion, and learning outcomes by boys and girls, and men and women. The evaluation examines UNESCO’s programme interventions in girls’ and women’s education during the period 2015 to 2017, in particular to ascertain the relevance, effectiveness, efficiency and sustainability of initiatives, and to clarify the strategic role and positioning of the Organization in supporting girls’ and women’s education at regional and country levels.The evaluation found that although UNESCO’s efforts for enhancing girls’ and women’s education are clearly aligned to SDG 4 and SDG 5 and also broadly in line with the overall principle of leaving no one behind, there is at times a trade-off between targeting the hardest to reach and other donor priorities, and UNESCO needs to more clearly position its efforts in support of girls’ and women’s education and its niche in the 2030 Agenda. Furthermore, continued efforts are required to scale up and/or replicate small-scale interventions, to better ensure sustainability and to consolidate mechanisms for coordination and information sharing among different interventions to seize synergies and enhance organizational learning. 
UNESCO-HNA partnership for girls' and women's education: experience-sharing workshop: enhancing institutional capacity for gender mainstreaming in education; summary report Année de publication: 2016 Auteur institutionnel: UNESCO International Institute for Capacity-Building in Africa (IICBA) The first experience-sharing workshop was organised on 24-25 November 2016 in Nairobi, Kenya. The objectives of the workshop were to: v Increase awareness on girls' education activities through South-South interaction. v Exchange experiences and lessons on HFIT project implementation. v Enhance institutional networking and interaction on issues related to girls' education.