Global Working Group to End SRGBV
UNGEI partner organizations generate a vast array of resources and research on girls’ education and gender equality. UNGEI's resource library offers a valuable collection of knowledge products on these issues. Read more >>
New EFA GMR, UNESCO and UNGEI policy paper argues that school-related gender-based violence (SRGBV) is a global concern preventing children, especially girls, exercising their right to a safe, inclusive and quality education. Read More >>
The Global Working Group to End SRGBV is a group of 30 partners advocating for all schools to be free from gender-based violence. The Global Working Group are pleased to join the16 Days campaign and to raise awareness on SRGBV Read More >>
UNGEI #YouthTalks is an engaging new blog series that features the voices of young people from all over the world. Youth voices everywhere are demanding to have a seat at the table. Hear them speak now! Read More >>
ASPBAE was established in 1964 by a group of adult educators, inspired by the idea of promoting adult education in the region.See All Partners >
This document consists of three papers presented at the symposium on Reflexions on the effectiveness of partnerships – past and future - to promote education for all in Asia and the Pacific at the 2015 UKFIET International Education and Development Conference “Learning for Sustainable Futures: Making the Connections” held at Oxford University, United Kingdom, September 15-17, 2015.
The right to education is regarded as universal and inviolable, yet all over the world children, especially girls, continue to be denied their right to a quality schooling. In Sierra Leone, a gender gap in education persists, particularly from secondary school onwards where lower levels of female participation are recorded, due in part to forms of violence and discrimination directed against girls.
With the input of many INEE members, INEE’s Gender Task Team developed this tool as a quick reference guide to help practitioners make sure that education, as part of emergency preparedness, response and recovery, is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis. This guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery.
In the context of debates around teachers’ role in educational outcomes, accountability and management, this literature review explores their potential to be active agents of peacebuilding. This review specifically aims to explore their role in promoting peace, reconciliation, social cohesion and violence mitigation recognising that literature specifically relating to teachers and peacebuilding was limited.