USAID - United States Agency for International Development

  • Screen_Shot_2016-09-14_at_16.12.48(1)
    Toolkit for Monitoring and Evaluating Gender-Based Violence along the Relief to Development Continuum

    This toolkit provides guidance to USAID staff, implementing partners and the larger community of international relief and development practitioners on how to monitor and evaluate gender-based violence (GBV) interventions along the Relief to Development Continuum (RDC). The RDC is divided broadly into three phases: (1) the pre-crisis phase, (2) the crisis phase, and (3) the post-crisis phase.

  • Screen_Shot_2016-09-14_at_18.28.02(1)
    Utilizing Participatory Data Collection Methods to Evaluate Programs for Very Young Adolescents: An Evaluation of Save the Childrenís Choices Curriculum in Siraha, Nepal
    In order to improve gender equity among very young adolescents in Nepal, Save the Children developed the Choices curriculum, designed around eight participatory age and developmentally appropriate activities. The curriculum was piloted in Siraha district, in the Terai region of Nepal, which is known to have a high prevalence of practices that perpetuate gender inequity, such as early marriage, early motherhood and dowry. Further, formative research conducted during the development of Choices showed persistent gaps between boys and girls in the division of household chores, access to education, freedom to play and overall autonomy. Choices was designed with a gender reflective and transformative approach in mind, engaging boys and stimulating discussion and reflection between girls and boys.
  • Screen_Shot_2016-09-14_at_19.28.46
    The Safe Schools Program: Jamaica Assessment Report
    The purpose of the Safe Schools Program is to create gender safe environments for all girls and boys that promote gender-equitable relationships and reduce SRGBV, resulting in improved educational outcomes and reduced negative health outcomes.
  • Screen_Shot_2016-07-30_at_14.14.23(1)
    Gender Equality in Education: A How-to Guide for Teachers
    The U.S. Department of State in collaboration with IREX has released a guide on creating supportive learning environments for girls and boys. The guide offers a flexible approach for evaluating, building, and implementing gender-inclusive teaching in instructional materials, classrooms, schools, and communities. Each section provides an opportunity for teachers to observe current teaching practices, reflect on the gender inclusiveness of those practices, and take action toward a more gender-inclusive classroom.This new toolkit will allow educators to reflect on the gender-inclusiveness of their current teaching practices and provide them with the resources on how to promote gender equality in the classroom.
  • resSM_usaid_doorways
    Safe Schools Program Doorways Manual Set: Doorways I, II, III


  • ugth_USAID_res_jan08
    A Qualitative Study to Examine School-Related Gender-Based Violence in Malawi (2008)
    The Safe Schools Program has just released A Qualitative Study to Examine School-Related Gender-Based Violence in Malawi which summarizes the results of a participatory learning and action (PLA) research activity conducted in Malawiís Machinga District to help raise awareness, involvement, and accountability at national, institutional, community and individual levels of school-related gender-based violence.
  • Glossary of Gender Terms and Concepts (2008)
    This glossary was developed for USAIDís Office of Women in Development by the EQUATE Project, Management Systems International (Prime Contractor).
  • Education from a Gender Equality Perspective (2008)
    Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education. These are: equality of access, equality in the learning process, equality of educational outcomes, and equality of external results. Sections on each of the four dimensions include concrete activities that can be implemented as part of an overall strategy to achieve gender equality in education. Additional examples are provided through the use of text boxes, which highlight successful USAID education interventions.
  • Gender Equality Framework (2008)
    This document introduces a simple framework within which often misunderstood terms and concepts are reviewed in easily understood terminology. The Gender Equality Framework is based on the results from USAID education program assessments conducted during the past decade that revealed the need for a tool to help USAID move education programming toward achieving gender equality.
  • Student and Teacher Baseline Report on School-Related Gender-Based Violence in Machinga District, Malawi (december 2007)
    The Safe Schools Program has just released the Student and Teacher Baseline Report on School-Related Gender-Based Violence in Machinga District, Malawi which details the methodology, population characteristics, and results of a recently conducted survey on gender-based physical, psychological and sexual violence at schools including in the classroom and on the school grounds as well as going to and from school.
  • Training Guide: Continuum of Approaches for Achieving Gender Integration in Programming: A Decision-Making Tool for Education Officers
    Toolkit prepared by the EQUATE team for USAID
  • Education Strategy - Improving lives through learning (2005)
    Education Strategy


Email icon Email this article

Printer icon Printer Friendly