The impact and experience of emergency situations is profoundly different for girls, women, boys and men. They face different threats and risks, and have different response and coping mechanisms for dealing with the effects of crisis and displacement. Emergencies can result in loss of livelihoods and changed social roles. Power dynamics within families, communities and societies are often in flux, and can change women’s and men’s status. In such contexts, educational needs change and different barriers for boys and girls often emerge, with girls usually experiencing greater disadvantage. Shifts in gender roles and relations observed following crises present the opportunity to harness such dynamics and set new precedents for gender equality.
However, at-scale programmes with an explicit focus on working at the intersection between gender, education and emergencies are limited. Initiatives have tended to focus on addressing challenges related to girls’ access to education in emergency situations, few have sought to harness the very specific opportunities presented in post-crisis contexts to challenge underlying gender and power dynamics both to advance gender equality and strengthen social cohesion. While more recent research efforts are making progress towards documenting and analyzing related evidence and promising approaches, the availability of rigorous evidence on what works on gender and education in emergencies remains severely limited.
Global commitments made through the SDGs, Education 2030 Framework for Action and the World Humanitarian Summit reflect increasing global prioritization of gender equality as well as education in conflict and crisis settings. Through its Gender Task Team, INEE is uniquely positioned to harness current global moment and support actors with relevant mandates to realize the intersection between gender, education and emergencies and its application on the ground.
The INEE Gender Task Team seeks to provide a forum for actors engaged in gender and EiE to work collaboratively to raise awareness and understanding, promote visibility and advance action on gender-responsive EiE. The Task Team focuses on the production of practical resources, strengthened knowledge-sharing, evidence and advocacy, specifically:
The INEE Gender Task Team is open to anyone who is interested in gender and education issues in contexts of crisis and fragility. If you are interested in participating in this Task Team, please send an introductory email to email@example.com indicating your interest.
The INEE Pocket Guide to Gender is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery, and complements the INEE Minimum Standards for Education. It outlines principles for a gender-responsive approach to education programming, and provides some responsive to some of the most common misconceptions and arguments against gender mainstreaming. The guide also gives a series of concrete strategies and actions for putting gender equality into practices across all domains of education programming.
The IASC Gender Sub-Working Group (SWG) on Gender and Humanitarian Action, in collaboration with InterAction, has developed an e-learning course to help humanitarian workers mainstream gender strategies into their work. This course provides illustrative examples to help you learn how to develop programming that ensures the needs and capacities of women, girls, boys and men are met in humanitarian situations. The training is based on the IASC Gender Handbook Women, Girls, Boys and Men, Different Needs - Equal Opportunities. The INEE Gender Task Team advocated to ensure that a section on education was included in this e-tool and then supported the development of the education section of the course.
The following outlines key general resources addressing gender and education in conflict and crisis situations. A comprehensive list of resources including those for use at the country level is currently under development and will be available here in due course.
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