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Teachers, Schools and Safe Spaces for Teaching and Learning: The Imperative to End School-Related Gender-Based Violence

Issued by the Global Working Group to End School-Related Gender-Based Violence on the occasion of the 16 Days of Activism to End Violence 2017, this advocacy document recognises the critical role teachers play in ending School-Related Gender-Based Violence (SRGBV). Contained within is a call to action for development actors, donors and governments, outlining necessary key steps towards ending SRGBV.

Resources

Latest Resources

Teachers, Schools and Safe Spaces for Teaching and Learning: The Imperative to End School-Related Gender-Based Violence

Issued by the Global Working Group to End School-Related Gender-Based Violence on the occasion of the 16 Days of Activism to End Violence 2017, this advocacy document recognises the critical role teachers play in ending School-Related Gender-Based Violence (SRGBV). Contained within is a call to action for development actors, donors and governments, outlining necessary key steps towards ending SRGBV.

GEM Report 2017/18 - Accountability in education: Meeting our commitments

Accountability in education: meeting our commitments, the second in the GEM Report series, which monitors progress towards the internationally agreed Sustainable Development Goal for Education (SDG4), looks at the different ways people and institutions can be held accountable for reaching that goal, including regulations, testing, monitoring, audits, media scrutiny, and grass root movements. 

Addressing Threats to Girls’ Education in Contexts affected by Armed Conflict

This policy note contends that greater investment in girls’ education in conflict-affected contexts is urgently required as a critical component of achieving SDGs 4, 5 and 16. At-scale programmes, research and multi-sectoral collaboration must be strengthened to ensure all of the world’s girls are achieving and learning, that gender equality goals are achieved and that these efforts contribute to building sustainable peace.

The information contained in this policy note is based on the findings of an evidence review conducted by ODI ‘Addressing Threats to Girls Education in Conflict-affected Contexts’ (2017) as well as other cited publications.