Gender Equity in Education
Girls' Education Monitoring System (GEMS)
Length of Activity: September 1999 - January 2003
Objective: GEMS goals were to improve local capacity for monitoring
girls' education results and outcomes; enhance the understanding of the role
of broad-based constituencies in contributing to girls' participation and
persistence in school; fine-tune indicators and measure for assessing the
individual and aggregate effects of girls' education initiatives; and create
opportunities for dialogue among stakeholders in girls' education about the
results of their activities.
Activities:GEMS served as a resource to countries interested in:
developing appropriate indicators to measure the results of girls' education
initiatives; training personnel to carry out monitoring of program progress;
disseminating information on the results of their girls' education initiatives;
and participating in an international forum for the exchange of information and
continued dialogue on girls' education monitoring and evaluation.
Reports & Publications: This activity produced the following documents:
Girls Education in Crises (830kb PDF), a document summarizing the various types of crises on the participation of girls in primary schooling in May 2001
Tools for Monitoring Girls' Education Initiatives, a compilation of girls education monitoring tools in English, Spanish, and French.
Monitoring and Evaluation - Training Courses in Guatemala, Guinea, and Peru (2.4mb PDF), a compilation of various instruments used to monitor and evaluate girls' education in these countries;
The Performance Review of the Five Emphasis Countries (Guatemala, Peru, Morocco, Guinea, and Mali) (653kb PDF)
A Study on the Effects of Multi-Grade Schooling on Girls' Persistence and Completion of Primary School (653kb PDF)
Strategies for Advancing Girls' Education (SAGE) Program
Length of Activity: January 1999 - July 2002
Objective:The SAGE activity took a multi-sectoral approach to promoting
girls' education, enabling traditional and non-traditional leaders and institutions
to formulate, institutionalize, and implement country initiatives for girls'
education to ensure substantially increased primary school educational
opportunities for girls. SAGE activities were implemented in Guinea, Mali,
Ghana, El Salvador, and the Democratic Republic of the Congo.
Activities: SAGE provided technical assistance and training, and
also conducted studies on educational quality and best practices for girls'
education in English and French. It organized national and international
workshops that brought together policy makers, practitioners, scholars,
and girls' education advocates to share knowledge and practices and
disseminate strategies for advancing girls' education.
Reports & Publications:
SAGE: Strategies for Advancing Girls' Education (159kb, PDF)
Girls' and Women's Education Initiative Support
Length of Activity: September 1997 - December 2002
Objective: The objectives of this contract were to assist in monitoring
the activities under the Girls' and Women's Education (GWE) Initiative;
develop effective communications among all stakeholders in the GWE; and
document programs and products concerning the GWE.
Activities: The contractor provided technical and administrative
support to the EGAT/WID Office on a variety of activities, including
assisting GWE partners with their contract close outs and partner
portfolios, and organizing and establishing the agenda for the GWE
Project Directors' meetings. Also assisted and played an active part
in: the American Institute on Research's Lesson Learned Conference in
August 2001, the DAI/AED Lessons Learned Conference in Ghana in May
2002, and at the request of EGAT/ WID attended the UN Girls' Education
Initiative Meeting in January 2002 in Paris, France.
Equity in the Classroom (EIC)
Length of Activity: September 1997 - December 2002
Objective: The EIC activity offered training and technical support to
teacher trainers and supervisors, curriculum developers, policymakers, and
other education stakeholders to increase the retention and academic
achievement of girls and other marginalized children in the primary
classroom, working in countries where USAID-supported systemic educational
work was underway and girls' education was an explicit country priority.
Activities: EIC was implemented and monitored in the following seven countries: Bangladesh, Benin, Haiti, Morocco, Peru, South Africa, and Uganda. EIC flexibility allowed it to respond to each country's needs based on core principles that demonstrated equity as key to quality, efficiency, and educational outcomes. EIC training and technical assistance included: a multi-week, interactive workshop for teacher trainers, teacher supervisors, curriculum developers and other education stakeholders; an EIC training manual developed for training of trainers; a reference manual for teachers to promote equitable classroom practice; a guide for writing gender-appropriate curriculum materials; and a set of classroom and school level research tools
Reports & Publications:
Toolkit for assessing and promoting equity in the classroom (EIC) (01/01/2003 PDF)
Girls' and Women's Education Policy Research Activity
Length of Activity: September 1996 - September 2002
Objective: The objective of this activity was to enable host-country
governments and private sector/non-governmental entities to formulate,
institutionalize, and implement country initiatives for girls' education
to ensure substantially increased educational opportunities for girls at
the primary school levels. Countries included were Cambodia, Benin, Bolivia,
Honduras, Nepal and Peru.
Activities: The contractor was responsible for carrying out analytic
studies on girls' and women's education programs to determine their impact
on the country's social and economic development; identifying cost-effective
elements; and sharing research findings with a broad stakeholder audience,
including decision-makers. Abbreviated studies were done in Cambodia and Benin;
a study/workshop was done in Peru; and full studies were completed in Bolivia,
Honduras and Nepal.
Reports & Publications:
Longitudinal study of the effect of integrated literacy and basic education programs on the participation of women in social and economic development in Bolivia (PDF 9/1/2002)
Longitudinal study of the effect of integrated literacy and basic education programs on the participation of women in social and economic development in Nepal (PDF 12/1/2002)
Girls' and Women's Education Activity
Length of Activity: September 1996 - March 2002
Objective: This activity aimed at improving the participation and
educational attainment of girls in countries where there were significant
discrepancies between girls and boys in these measures. Under the leadership
of USAID, the contractor worked with host country governments, private-sector,
and non-governmental entities to formulate, institutionalize, and
implement country initiatives for girls' education to ensure substantially
increased educational opportunities for girls at the primary school level.
Countries included were Guatemala, Morocco, and Peru.
Activities: The activity promoted local ownership of the problems and
solutions to the education of girls through the creation of Country Initiatives
for Girls' Education; served as a catalyst for action by local individuals,
organizations, and donors and provided technical knowledge, skills, and
training on effective uses of host-country human and financial resources for
increasing girls' school participation; incorporated findings and lessons
learned from USAID programs worldwide into an approach for creating commitment
among the key decision-makers of a country to identify and address the major
barriers to girls' education; and applied a systematic process for engaging
the leaders of the sectors, through a series of meetings, planning
activities, and presentations of research and data, in designing and
implementing cost-effective and sustainable girls' education interventions.
Reports & Publications:
Description and Analysis of USAID's Girls'
Education Activity in Guatemala, Morocco, and Peru (4.64mb, PDF)
Back to Top ^
|
