• Screen_Shot_2017-04-05_at_12.18.58
    Child, Early, and Forced Marriage Resource Guide
    This resource guide provides information on how the United States Agency for International Development (USAID) sectors, missions, and staff can integrate child, early, and forced marriage (CEFM) prevention and response into their programming. The guide provides both the rationale of why and approaches to how USAID’s efforts can address CEFM. 
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    From the Ground Up: The Challenge of Girl Child Education in Karamoja 2015
    This report from VSO and Irish Aid analyses data collected from 20 schools in Karamoja, Uganda. The findings suggest that the main barrier to a girl’s education is poverty. Due to limited finances, struggling parents see their daughters as a vital source of income.


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    A Guide for Strengthening Gender Equality and Inclusiveness in Teaching and Learning Materials.
    The Guide provides important facts, insights, and guidance to help address the need for improved inclusivity for materials in the primary grades. It provides worksheets for those developing or revising texts to evaluate the inclusiveness of the teaching and learning material. The guide encourages writers and revisers to examine the frequency of representation and gender-equitable and inclusive illustrations, while also highlighting gender-equitable and inclusive language and gender-equitable and transformational roles. It recommends that individuals with various physical, cognitive, and/or sensory disabilities should be depicted in proportion to the frequency of the general population.
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    Advancing WASH in Schools Monitoring
    This publication provides global, regional and national WinS coverage estimates. Similar to the initial phases of the JMP, the available data is largely limited to administrative reporting, not based on independent surveys. Country data may also not reflect national or minimum global standards for WinS. Although, these and other issues pose challenges to data quality and reliability, this document provides the most comprehensive picture of WinS coverage to date. 
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    Breaking the Cycle of Violence: Together for Girls Stakeholder Report 2015-2016
    This year also provided further evidence of the central role of Together for Girls as a thought leader and convener in the area of violence, health and human rights. We brought experts and stakeholders together to share learning, research and best practices to advance the state of the art, especially concerning adolescents. We have contributed to advances in research through the VACS, promoted accountability through our partnership’s Results Framework, and accelerated broader monitoring and evaluation efforts as well as best practices for program and policy development and implementation. 
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    Girls’ Education Challenge: Case Studies 2015
    Girls’ Education Challenge Case Studies from March 2015 DFID funded projects. Countries covered include Kenya, Congo, Malawi, Nepal, Uganda, Zimbabwe, Afghanistan. 
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    Opening Our Eyes – Addressing Gender-Based Violence in South African Schools: a Manual for Educators. Ed. 2.
    The revised manual has been tested in eight provinces with the support of the United Kingdom’s Department for International Development and the United Nations Children’s Fund. The testing has shown that the manual is effective in addressing the need for information, education and skills for addressing sexual violence in schools. 
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    The Case for Addressing Gender and Power in Sexuality And HIV Education: A Comprehensive Review Of Evaluation Studies
    CONTEXT: Curriculum-based sexuality and HIV education is a mainstay of interventions to prevent STIs, HIV and unintended pregnancy among young people. Evidence links traditional gender norms, unequal power in sexual relationships and intimate partner violence with negative sexual and reproductive health outcomes. However, little attention has been paid to analyzing whether addressing gender and power in sexuality education curricula is associated with better outcomes.

    METHODS: To explore whether the inclusion of content on gender and power matters for program efficacy, electronic and hand searches were conducted to identify rigorous sexuality and HIV education evaluations from developed and developing countries published between 1990 and 2012. Intervention and study design characteristics of the included interventions were disaggregated by whether they addressed issues of gender and power.

    RESULTS: Of the 22 interventions that met the inclusion criteria, 10 addressed gender or power, and 12 did not. The programs that addressed gender or power were five times as likely to be effective as those that did not; fully 80% of them were associated with a significantly lower rate of STIs or unintended pregnancy. In contrast, among the programs that did not address gender or power, only 17% had such an association.

    CONCLUSIONS: Addressing gender and power should be considered a key characteristic of effective sexuality and HIV education programs.


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    Violence Against Women and Girls: Education Sector Brief
    An education sector brief for the integration, innovation and integration of strategies and actions to end violence against women and girls.  
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    Changing the World: Youth Promoting Gender Equality
    This manual helps young people to promote the idea that boys and girls have the same rights and it supports them to confront gender-based discrimination in schools. It also shows how to become a change agent for gender equality and offers ideas and techniques for motivating other young people to join the movement.
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    Education For All Global Monitoring Report, 2015 - Gender Summary
    The 'Education for All Global Monitoring Report, 2015 - Gender Summary' provides detailed evidence on what has been achieved in education over the last 15 years, and also highlights the considerable deficits and challenges remaining. 
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    Education for All 2000 - 2015, Achievements and Challenges.
    This report draws on all of this experience, to make sharp recommendations for the place of education in the future global sustainable development agenda. The lessons are clear. New education targets must be specific, relevant and measurable. Marginalized and disadvantaged groups, hardest to reach and still not enjoying their right to education, must be a priority.
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    We Want to Learn About Good Love: Findings from a Qualitative Study Assessing the Links Between Comprehensive Sexuality Education and Violence Against Women and Girls
    Drawing on global evidence on comprehensive sexuality education (CSE) interventions and primary and secondary research in Cambodia and Uganda, this report explores the extent to which CSE may be a key mechanism to promote gender equality, shift harmful social norms and prevent VAWG.
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    16 Days of Activism Against Gender Based Violence 2015
    When schools are free from gender based violence, there are positive ripple effects beyond the classroom, including a transformation of traditional gender narratives and changes in the way girls and boys see and engage with the world around them.

    This Call to Action Titled '16 Steps to End Gender-Based Violence in Schools' is a useful advocacy tool for partners working against SRGBV. Accompanying the resource is a recap of the 2015 '16 Days' Campaign and blog series hosted by UNGEI and the SRGBV Working Group. 

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    Education For All - 'Global Monitoring Report 2015 , Gender Summary'
    The Education For All Global Monitoring Report  2015Gender Summary provides detailed evidence of how much has been achieved in the past 15 years but also where considerable – some quite intractable – challenges remain. It highlights notable progress in gender parity in primary and secondary education, particularly in South and West Asia, while underscoring the persistent barriers to achieving gender equality in education. The lack of progress in literacy among adult women is especially stark: in 2015 an estimated 481 million women, 15 years and over, lack basic literacy skills, 64% of the total number of those who are illiterate, a percentage virtually unchanged since 2000.

    Download  your copy of  the Education For All Global Monitoring Report  2015Gender Summary here

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    Empowering the School Community to Prevent and Respond to School Related Gender-Based Violence
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    Why aren't Sri Lankan women translating their educational gains into workforce advantages?
    2015, Brookings Institute

    This paper focuses on Sri Lanka, a country with a long record of gender equality in education enrollment and high female completion rates, which has also been characterized by low and stagnant female labor force participation. It remains a puzzle why Sri Lanka has been unable to translate its high girls’ education gains into female labor force participation. This paper examines whether clues to the answer lie in (1) gender differences in skill acquisition, which have implications for education policy; (2) differences in the way the labor market values identical skills in men and women, with implications for labor market policy interventions, or (3) in the gender division of labor in the household, which has implications for family-friendly and social policies.

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    Menstrual Hygiene Management - National Guidelines (India)
    Ministry of Drinking Water and Sanitation - Government of India, 2015

    Menstruation is a natural, normal biological process experienced by all adolescent girls and women, yet it is not spoken about openly causing unnecessary embarrassment and shame. India’s 113 million adolescent girls are particularly vulnerable at the onset of menarche. At this time they need a safe environment that offers protection and guidance to ensure their basic health, well-being and educational opportunity is realised. Yet a recent survey found that in 14,724 government schools only 53% had a separate and usable girl’s toilet. However, safe and effective menstrual hygiene management, or ‘MHM’ is a trigger for better and stronger development for adolescent girls and women.

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    Community-supported models for girls’ education in diverse contexts in Pakistan
    Brookings Institute, 2015

    This paper presents the case for promoting girls’ education in the challenging contexts of remoteness, social conservatism, fragility, and severe financial hardship by providing localized services delivered through community-supported initiatives, contextualized approaches, and flexible strategies. This argument draws from the latest literature on community-supported education, barriers to girls’ education, and the role of nongovernmental actors, as well as the author’s research on three community-supported schooling models in three different contexts in Pakistan: 1) in a state of fragility; 2) in a socially conservative area experiencing social resistance to girls’ education; and 3) in an urban slum area.

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    WASH in schools for Girls E-course: Increasing national capacity to conduct research on menstrual hygiene management in schools
    UNICEF, UNGEI, Emory University, Govt. of Canada, 2015 

    The WinS4Girls E-Course was developed and delivered as part of the project ‘WASH in Schools for Girls: Advocacy and Capacity Building for MHM through WASH in Schools Programmes’ (WinS4Girls Project), which is being funded by the Government of Canada. In recognition of the positive impact on girls’ education, initiatives around the world are addressing adolescent girls’ menstrual hygiene management (MHM) needs in coordination with ongoing efforts to improve water, sanitation and hygiene (WASH) facilities and services in schools.

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    Opening Doors - A guide to good practice in countering gender stereotyping in schools
    Institute of Physics, 2015

    The Institute of Physics has been investigating and working on the problem of gender imbalance in subject choice for many years. The Opening Doors project is the latest piece of work to gather evidence and identify aspects of good practice in this area. This guide is the main output of the Opening Doors project. Its purpose is to identify barriers to countering gender stereotyping in schools and to provide some suggestions, based on observations during the project, that can be put into practice and investigated further.

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    Getting the Evidence: Asia Child Marriage Initiative
    Plan International, Coram International, 2015

    This report by on child marriage in 3 countries – Bangladesh, Indonesia, and Pakistan - explores social attitudes, values and norms concerning child marriage, and identifies the structural and environmental factors that may influence such values and norms.  It also introduces an index for measuring environmental factors associated with the acceptability of child marriage, which will be used to globally track progress and improve the effectiveness of child marriage programming of Plan International. 

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    A Framework to Underpin Action to Prevent Violence Against Women
    UN Women, 2015

    The focus of this framework is prevention: the steps that, through concerted action, we can take to tackle the underlying structures that still permit early marriage, female genital mutilation, the turning of a blind eye to domestic violence, the impunity of rapists, the vulnerability of a teenager reading abusive texts in her bedroom, the discriminatory and hostile attitude of service providers, including in police stations or courtrooms to women’s testimony of violence experienced.

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    Reflexions on the effectiveness of partnerships - past and future - to promote education for all in Asia and the Pacific
    UKFIET, 2015

    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.

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    A Mountain to Climb - Gender-Based Violence and Girls’ Right to Education in Sierra Leone
    Defence for Children International, 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.

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    Literature Review: The Role of Teachers in Peacebuilding
    Amsterdam Institute for Social Science Research (AISSR), University of Amsterdam, Centre for International Education, University of Sussex, UNESCO Centre at Ulster University, 2015 

    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.

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    Girls’ Education Strategy for South Sudan 2015-2017
    South Sudan Ministry of Education, Science and Technology (MoEST), UNICEF South Sudan and other contributors

    The core objective of the General Education Strategic Plan (GESP) 2012-2017 is “to eliminate barriers in Girl’s Education and promote gender equality throughout the education system”. To achieve equality and access to education, the government of South Sudan will take a leading role in advocating Girls’ Education. Since 2011, various consultations have taken place, which include high-level meetings with the National MoEST, discussions with all State MoEs, discussions with female lecturers, and ministers and members of the Parliament.

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    US AID Fact Sheet: What is the Cost of School-Related Gender-Based Violence?
    USAID, 2015

    One important aspect of education quality is the learning environment, which far too often in both developed and developing countries is characterized by widespread school-related gender-based violence (SRGBV). Research has shown that SRGBV not only affects students’ psychological well-being but is also related to low enrollment and attendance, high dropout rates, and lower achievement1, and thus poses not only a human rights but also an important economic problem for education systems. But how much does SRGBV actually cost?

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    Making Change from Cash? Evaluation of a Conditional Cash Transfer Program to Improve the Status of Girls in Northern India
    ICRW, 2015

    Currently, 720 million women alive worldwide were child brides. Child marriage is a violation of human rights and significantly hinders development outcomes for girls. Girls married early are vulnerable to intimate partner violence, sexual coercion, and early childbearing. Beyond the immediate physical and mental health risks, girls who marry early are excluded from education and economic opportunities.

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    Facilitating Girls' Access to Quality Education: Global Findings on Tuition-Free and Compulsory Education
    WORLD Policy Analysis Center, 2015

    Using their global datasets capturing the legal and policy contexts shaping gender rights worldwide, WORLD have created a series of policy briefs that highlight areas of progress and areas needing further improvement in education, constitutional rights, work and family, and child marriage.

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    Gender and EFA 2000-2015: Achievements and Challenges
    EFA GMR, UNGEI 2015

    The report released jointly by the GMR and the UNGEI shows that although the goal has not been met by all, progress towards gender parity is one of the biggest education success stories since 2000. The number of countries that have achieved the goal of gender parity in both primary and secondary education has risen from 36 to 62 since 2000.

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    Beyond Access:Toolkit for Integrating Gender-based Violence Prevention and Response into Education Projects
    USAID, 2015

    Although it can be read from “top to bottom,” this toolkit was designed as a guide for technical and program officers working on USAID education to integrate gender-based violence (GBV) prevention and response throughout the USAID Program Cycle. As such, each Part and sub-part can be used individually.

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    Transformative Resilience Guide: Gender, Violence, and Education
    World Bank, 2015

    Resilience is an increasingly cited objective within the field of international development education and humanitarian response. But what does it mean to take a resilience approach and how does it relate to transformation of gender-based violence?

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    UNGEI Annual Report 2014
    UNGEI, 2015

    The UNGEI partnership is committed to heightening policy impact through collective advocacy and coordinated action; knowledge exchange, sharing evidence-based solutions and learning; and strengthening partnerships and collaborative approaches. Our Annual Report highlights activities in 2014 and includes stories from partners, key events, highlights from programmes and initiatives that contributed towards our goal of improving girls' learning and achieving gender equality.

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    What works in girls' education
    Center for Universal Education at Brookings, 2015

    Every girl deserves a high-quality education. And yet, in virtually every nation resources are scarce and those arguing for a greater investment in girls' education must come to the table with not only a soft heart but also hard-headed evidence. In this new book presents a comprehensive body of evidence on why and how to improve education for girls around the world. Drawing on that work, factsheets highlight the key pieces of evidence.

  • Education International's School-related Gender-based Violence Resolution
    Education International, 2015 
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    Scattered Dreams Broken Promises: An Assessment of the links between girls' empowerment and gender based violence in the Kyaka II Refugee settlement, Uganda
    Women's Refugee Commission, 2015

    This report explores the protection and empowerment needs of, and opportunities for, refugee adolescent girls in Kyaka II as identified by girls themselves. It outlines learnings existing programs that support refugee girls’ protection and empowerment. Finally, it identifies organizations that may be interested in piloting a program at Kyaka II focused on enhancing girls’ safety.

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    UNESCO HIV and Health Education Thematic Brief 1/2015
    UNESCO, 2015

    School-related gender-based violence (SRGBV) is defined as acts or threats of sexual, physical or psychological violence occurring in or around schools and educational settings as a result of gender norms and unequal power dynamics between genders. It includes acts of bullying, sexual or verbal harassment, physical violence, corporal punishment, non-consensual touching, rape and assault and structural violence amongst others.

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    Violence Against Women and Girls: An Education Sector Brief
    The World Bank, The Global Women's Institute (GWU), IDB, 2015 

    Experiencing violence in schools can negatively impact girls’ enrollment as well as the quality of the education they receive. Evidence suggests that sexual harassment is widespread in educational settings in many parts of the world. For example, one study in Brazil found that 8% of students from 5th to 8th grade had witnessed sexual violence within the school environment.

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    Engendering Men - A Collaborative Review of Evidence on Men and Boys in Social Change and Gender Equality
    Institute of Development Studies, Promundo, Sonke Gender Justice, 2015

    ‘Engendering Men: Evidence on Routes to Gender Equality’ (EMERGE) is a two-year project to build an open repository of accessible evidence and lessons for working with boys and men to promote gender equality.

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    Standing with Women and Girls to End Violence
    Action Aid, 2015

    After decades of international agreements and commitments, violence against women and girls(VAWG) remains a daily reality everywhere in the world. Women and girls face the possibility of violence in the home, on the street, at school and at work. For many, violence and poverty reinforce each other, undermining women’s potential to realise economic opportunities. Courageous women and girls speak out and demand change, sometimes risking their lives in doing so.

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    Violences de Genre en Milieu Scolaire
    Genre en Action, 2015

    Vadémécum sur la recherché au sujet des violences de genre en milieu scolaire (VGMS) en Afrique: mesurer, comprendre, rendre visible.

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    Why women teachers matter in secondary education
    Kameshwari Jandhyala, Vimala Ramachandran, 2015

    There have been plenty of policy recommendations and interventions to increase the pool of women teachers in India, especially at the school level. The paper points out that what is needed is a definite break from past practice to creatively re-conceptualise the education continuum, while putting forward some recommendations to lower barriers in the way of secondary education for girls in the state

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    On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia
    International Journal of Educational Development, July 2015

    This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors.

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    Developing informed and effective tertiary responses to violence and abuse of women and girls with disabilities in Australia
    Australia's National Research Organisation for Women's Studies (ANROWS), July 2015

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    Lessons Learned from Selected National Initiatives to End Child Marriage
    Girls Not Brides, July 2015

    The report explores what lessons can be drawn from the increasing number of national strategies, action plans, and country-wide initiatives to address child marriage around the world. It focuses on experiences from Egypt, Ethiopia, Nepal and Zambia, and looks at recommendations Girls Not Brides members can consider making about the development and content of national strategies in different countries.

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    Financing Upper Secondary Education: Unlocking 12 Years of Education for All
    Malala Fund, 2015

    Though we have seen impressive gains in access to education in the last 15 years, we know that millions have been left behind both inside and outside the classroom. And yet a good quality education, from early childhood through upper secondary, is crucial to achieving the collective vision for a sustainable future set out in the draft sustainable development agenda AND the individual visions of a better future held by millions of girls around the world.

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    Gender equality and human rights
    UN Women, 2015

    This paper has been produced for the UN Women flagship report Progress of the World’s Women 2015-2016. The paper elaborates on the four-dimensional approach to equality and how it can be used to evaluate the impact of social and economic policies on women to determine how to make the economy 'work for women' and advance gender equality.

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    2015 Theme Announcement: 16 days of activism against gender-based violence
    Center for Women’s Global Leadership - Rutgers University, 2015

    The year 2015 marks the 24th year of the 16 Days of Activism Against Gender-Based Violence Campaign, initiated in 1991 and coordinated by the Center for Women’s Global Leadership (CWGL). Participation in the Campaign has seen over 5,478 organizations, policymakers, governments, UN agencies and countless individuals from over 180 countries worldwide.

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    Today's challenges for girls' education - Background paper for Oslo Summit on Education for Development
    Brookings Institute, 2015

    Over the last 25 years, there have been large gains in girls’ education, and we as a global community can congratulate ourselves for the real progress that has been made. Despite this progress, our research shows that there are hotspots in the world where girls are not getting a quality education.

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    Today's challenges for girls' education
    Brookings Institute, 2015

    Despite progress made in the past few decades, research shows that there are hotspots in the world where girls are not getting a quality education. While there certainly are places where boys are behind, this report has focused on understanding how and where across the world girls are behind. The message is that many countries have work to do to improve girls’ education, whether related to the gender gap in primary or secondary enrollment or learning.

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    Violence prevention, the evidence: Promoting gender equality to prevent violence against women
    WHO, 2015

    School initiatives are well placed to prevent violence against women. School-based programmes can address gender norms and attitudes before they become deeply ingrained in children and youth. Such initiatives address gender norms, dating violence and sexual abuse among teenagers and young adults.

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    Addressing early marriage and adolescent pregnancy as a barrier to gender parity and equality in education
    EFA GMR, 2015

    Girls’ success in school – and after leaving school – is determined in part by characteristics of and factors in her household and community. Many policies and programs are based on an assumption that continued progress toward gender equality in education is hampered by early marriage and adolescent pregnancy.

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    Gender-based Violence in Education
    EFA GMR, 2015

    This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible. It traces remarkable progress in research, policy and programmes, particularly since the mid-2000s when evidence around the globe exposed high levels of many forms of violence.

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    Eliminating gender bias in textbooks: Pushing for policy reforms that promote gender equity in education
    EFA GMR, 2015

    Gender bias in textbooks remains an almost invisible obstacle to females’ equality in education and beyond. Indeed, it is a classic example of the “hidden curriculum” (Stromquist et al. 1998) that may (further) constrain girls from realizing their full potential. And when girls can’t reach their full potential, neither can their families, communities and nations.

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    The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda
    Lancet, 2015

    Violence against children from school staff is widespread in various settings, but few interventions address this. This study tested whether the Good School Toolkit—a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices—could reduce physical violence from school staff to Ugandan primary school children.

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    Toolkit and Analysis of Legislation and Public Policies to Protect Children and Adolescents from all Forms of Violence in Schools
    Plan International, UNICEF, 2015

    The countries of Latin America and the Caribbean have made important strides in improving access to education for boys, girls and adolescents. However, in spite of multiple efforts to improve the quality of education, school-based violence has not been eradicated in the region.

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    The twin challenges of child labour and educational marginalisation in the East and South-East Asia region

    This study looks at child labour in eight countries - Cambodia, Indonesia, Lao PDR, Philippines, Thailand, Timor-Leste, Vietnam and Mongolia – covered by the ILO Regional Office for Asia and the Pacific. Much remains to be done in the eight study countries to overcome the twin challenges of child labour and educational marginalisation.

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    Compilation of good practices in girls' and women's education in West Africa
    Aide et Action, ANCEFA, FAWE, Plan International, UNICEF, 2015

    The purpose of this report is to highlight the best practices of partner organizations involved in girls’ and women’s education in the sub-region by reviewing the strategies, initiatives, procedures and behaviors which have generated good results.

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    Evidence Brief: School-based Interventions to Prevent Violence Against Women and Girls
    The Global Women's Institute - George Washington University, 2015

    The objective of this brief is to provide a concise overview of select school-based interventions that aim to prevent violence against women and girls or improve knowledge and attitudes that perpetuate violence against women and girls.

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    Gender Equality, UN Training Course
    UNICEF, UNDP, UNFPA, UN Women, 2015

    In this course on gender equality and UN coherence, we will be focusing on empowerment of girls and women and the realization of girls' and women's rights.

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    Exploring the Potential for Changing Gender Norms Among Cricket Coaches and Athletes in India
    ICRW India, 2014

    This study explored gender norms with cricket coaches and athletes in India to adapt a coach-delivered gender violence prevention program from the United States for the urban Indian context.

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    The Good School Toolkit
    Raising Voices Uganda, 2015

    The Good School Toolkit is a methodology created to help educators and students explore what makes a healthy, vibrant, and positive school and guide them through a process to create their vision.

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    UNGEI Network Contributions to the Center for Universal Education’s Studies on Girls’ Education
    UNGEI Network, 2015

    UNGEI network contributions to the Center for Universal Education’s studies on girls’ education.

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    Community mentors as coaches: transforming gender norms through cricket among adolescent males in urban India
    ICRW, 2015

    Addressing violence against women and girls (VAWG) through the medium of male team sport may be a promising strategy for addressing interpersonal violence and gender norms transformation in urban communities.

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    Good Quality Education for Adolescent Girls (ages 10 - 18) for an AIDS-free Future
    FAWE Zambia
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    Education for All 2000 - 2015: Achievements and Challenges
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    A guide for gender equality in teacher education policy and practices
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    WinS for Girls
    UNGEI, UNICEF, Emory University, Columbia University
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    Innovation and action in funding girls' education
    Brookings Institute
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    “Girls are like leaves on the wind” – How gender expectations impact girls’ education in West Nile, Uganda
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    Thematic brief: School-related gender-based violence
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    Are schools safe and equal places for girls and boys in Asia?
    Plan, ICRW
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    School-related gender-based violence is preventing the achievement of quality education for all

    This 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. The paper calls for a systematic and harmonized approach to identify, monitor and understand SRGBV, as well as strong policy interventions to develop targeted solutions to address the problem effectively. The paper was jointly released by the Education for All Global Monitoring Report (GMR), UNESCO and the United Nations Girls’ Education Initiative (UNGEI) at the 59th session of the Commission on the Status of Women in New York City (March 2015).

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    A Complex Formula: Girls and Women in Science, Technology, Engineering and Mathematics in Asia
    UNESCO Bangkok, 2015
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    Background Paper on Attacks Against Girls Seeking to Access Education
    UN Office of the High Commissioner for Human Rights
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    Empowering Adolescent Girls to Lead through Education (EAGLE) Project


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